Global organisations are seeing first-hand that language skills can help to enhance business efficiency and profitably. This is shown in a poll of 500 employers (1), languages skills came second only to IT in a list of desirable skills for job candidates.

It’s based in the cloud, offers five-star reporting and learner support, calculates ROI better than anything currently on the market and understands that the learning needs of one industry are unlikely to be the same as the learning needs in another. These are the top line specifications you get when 175 L&D experts gather online to brainstorm the learning management dream machine they’ve always wished for.  

We don’t all have the same dreams
One of the criticisms often launched at solution providers to the L&D industry is that the learning management systems they create try to be all things to all people. Vendors want to please all users all the time, but may end up pleasing very few.

In our recent LMSwishList survey, just 2 in 10 L&D experts scored their system 70% or more when asked to provide an overall satisfaction rating for the LMS they used today. The reason nearly 8 in 10 LMS users are dissatisfied seems to fall into one of two camps:

• They’re disappointed because the things their LMS claims to do fall short of expectations (functions like reporting, course management or online assessments are high on this agenda) or,
• Because it doesn’t do things they think a modern LMS should – like virtual classroom, social media or effective ROI calculations.

MindLeaders has been changing lives through learning since 1981 and has a pool of customer success stories in the United States, Europe, Middle East and Africa. It has recently embarked on its own mini benchmark to evaluate how e-talent ready its customers are.

Janet Garcia, MindLeaders’ Director of UK and International, comments on joining Towards Maturity’s Ambassador Programme, “MindLeaders is really beginning to invest in benchmarking both internally and with its customers. Being part of Towards Maturity’s Ambassador Programme will help us broaden our industry perspective, share our success stories and good practices.”

Towards Maturity’s Ambassador Programme is made up of 19 leading learning specialist companies. They work together as ambassadors for change, identifying and improving good practice, raising awareness and driving the whole learning industry forward. They also share a common passion for ensuring that independent advice is freely available to all.

Towards Maturity’s annual benchmark study is the largest online learning technology benchmark study in Europe. It is free to take part in and provides its participants with personalised benchmark reports to help improve the impact of learning technologies in their organisations.
 
Over the nine years of benchmarking, over 1800 organisations across the private, public and not-for-profit sectors have benefited from the in-depth free study.  A record 600 organisations participated in the 2011 research. The study is free thanks to Towards Maturity’s Ambassador Programme.

Laura Overton, Managing Director of Towards Maturity said, “MindLeaders bring a wealth of international experience to our Ambassador Programme and we are delighted they have joined.  In our industry there is still a lack of awareness of the value of benchmarking and I’m looking forward to working with MindLeaders to encourage our industry to benchmark and learn from each other more.”

The 2012 Benchmark Study will be launched in June 2012.  To help shape the 2012 benchmark study, Towards Maturity is encouraging users to participant in its new LinkedIn discussion group.

The Ambassador Programme was launched in November 2010 and includes the following founding ambassadors Brightwave, Epic, GlobalEnglish, LINE Communications, LMMatters, successfactors, REDTRAY and The Charity Learning Consortium, plus CERTPOINT Systems, Speexx, Fusion-Universal, Information Transfer, learndirect, Toolwire, e2train,  QA, Ontuitive, MindLeaders and Upside Learning.  For more information on the Toward Maturity’s  Ambassador Programme please visit http://www.towardsmaturity.org/static/towards-maturity-ambassador-programme/ or email nigel@towardsmaturity.org.

About MindLeaders

MindLeaders is a global provider of learning technologies. Our elearning courses and sophisticated learning services drive better organisational performance and develop talent in more than 2,500 organisations across thirty countries.

Our heritage stretches back across three decades to elearning pioneers on both sides of the Atlantic. As ThirdForce, we brought together pioneering technology-based learning companies like Electric Paper and Creative Learning Media to create a global specialist partner for digital literacy programmes and a leading provider of elearning to the hospitality, care and public sectors in the UK and Ireland.
MindLeaders have pioneered elearning and e-based learning solutions since 1981, offering the only talent management solution featuring performance management, learning management and elearning resources on one unified platform. In 2007, ThirdForce acquired MindLeaders to become MindLeaders ThirdForce. Now we’ve brought together the brands, services and people that make up our business under the single name MindLeaders with a unified vision: Changing Lives through Learning.

About Towards Maturity

Towards Maturity is a benchmarking research company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the largest learning technology benchmark in Europe. Since 2003 over 1800 organisations have contributed to the leading Towards Maturity benchmark.
 
Thanks to the support of Towards Maturity’s Ambassadors (19 leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free at www.towardsmaturity.org.  To find out about Towards Maturity’s Ambassadors visit www.towardsmaturity.org/ambassadors

To learn more about Towards Maturity’s unique benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/ 

Giovanna Puma
Towards Maturity
T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

Business Educa - for innovative thinking for business professionals   

For the past 3 years Business EDUCA, an integral aspect of the main OEB event, aims to help business delegates achieve organisational results through collaborative intelligence and learning. Now it is your opportunity to get involved. 

Business Educa creates a unique opportunity for all business professionals involved in learning innovation. Past delegates have said that it provides

• Ongoing conversation - new ideas are created and explored throughout the year (take a look at the Learning Scenario Project instigated by Shell in 2011)
• Collision of worlds that challenges thinking - delegates have a unique opportunity to engage with other sectors and other thinking
• Informal networking – get up close and personal to top thinkers
• Energy!!
• Practical ideas that impact real business results

 If you thought that Online Educa Berlin was purely about an academic perspective, then think again!

'Presenting within the Business Educa stream at OEB for the first time last year provided me with a great opportunity to both benchmark and network with likeminded business professionals. It was great to get feedback on the work that we are doing at Toyota and the whole experience of contributing as part of the programme provided me with new ideas, new contacts and new challenges to take forward into 2012. I would thoroughly recommend other corporates looking for new perspectives to get involved' Sann René Glaza, Senior Manager, Customer Service Training Center, Toyota Europe

How can you get involved in 2012?

There are plenty of opportunities for Business professionals, with experiences of implementing learning technologies within their own workplaces across Europe and beyond to get involved in the programme itself:

• Sharing your story with your peers - lessons learned from experiences are always powerful
• Leading an interactive learning cafe around a practical issue of mutual benefit for all
• Challenging yourself and others through a dynamic 5 minute Ignite session (with just 20 slides and 5 seconds per slide).

The call for papers is now open and if you would like to contribute then please submit your ideas by 1st June.

Ideas for your contribution

The Business Educa Programme would love to really hear about your successes and lessons learned in driving performance and learning in business. The are open to all suggestions but for more inspiration, this year, the Business Educa Programme will be considering themes such as:

• Leadership and Talent Strategies to Drive Innovation
• Overcoming Management Reluctance
• Supporting Performance at Work
• Enabling Education and Business to Work Together
• Making learning relevant
• Language Learning for the Global Interconnected World
• Effective Practice – What Worked Today Might not Tomorrow

 For the full list of themes across the whole conference, visit the OEB website.

 A note to providers:

Whilst the call for papers is primarily aimed at organisations implementing innovative ideas within their own workplaces, the Online Educa team are also constantly innovating. They are currently pulling together some unique opportunities for Europe's leading learning providers to support the Business Educa programme that take full advantage of the excellent networking opportunities at the event, please contact them for more details.

Note on the call for papers

• If you are not sure this is for you but are interested, drop Laura Overton a line to discuss! #
• The selection process is overseen by  a conference steering committee who are always keen to see new stories about the experiences of employers across Europe
• Deadline for submission is 1 June and you will know if you have been accepted by 12 August
• Those with a successful application for inclusion on the conference agenda will be offered a significantly reduced conference registration fee of € 360 excl. VAT (instead of € 790).
  

http://www.online-educa.com/business-educa

Even though you have assembled some world class learning assets, have you created a COMPLETE formal learning program? You haven’t. Because some KEY ingredients, that fundamentally make the classroom what it is, are missing.

Enter one of the most common statements Con and I hear all the time: “We have Performance Support (PS). We have SharePoint (SP).” Unfortunately, the potential outcome of these two scenarios couldn’t be more similar. Now, before you send me nasty emails around the power and potential of SP, please reread the title of this blog posting, “SharePoint ALONE is NOT Performance Support”. Clearly SP is an amazing content repository and collaborative tool. It can be a powerful part of an overall PS strategy, but like many other similar tools, when left alone as a strategy, it’s lacking and will ultimately hurt your overall investment in SP, as well as your learner’s willingness to adopt and use it.

Like the classroom scenario above, SP alone is missing some of the key characteristics of an overall effective PS solution. Let’s start there. In our work and travels, Con and I have discovered that there are 5 key ingredients in a successful PS rollout:

• Embedded in the Workflow: The closer the PS strategy and related software are embedded in the workflow, and moved closer to the problem they are solving, the higher probability of adoption and impact. Proximity is EVERYTHING! Clicking out to an LMS, or a SharePoint site, to search through 1,000’s of resources is not embedded. Con and I have a mantra we’ve always work with, “Two clicks or 10 seconds”. Meaning if the learner can’t get to the support they need that quickly they simply don’t engage.
• Contextual Based on Job Role, Workflow Process, or Circumstance: This principle is often confused with the embedded principle. Just because something is accessible doesn’t mean that the content presented will be useful. The content needs to be relevant to the learner’s role, workflow, or problem being solved. Imagine facing a critical decision and having 5 minutes to make it. You are given access to 100’s of potential documents, websites, and colleagues (i.e. SP) as a resource. How do you feel right now? The more your PS framework can contextualize the resources, which are made available based on the circumstance you find yourself in, the higher probability of success!
• Provides “Just Enough” Content: This is one of the most misunderstood principles of effective PS. Many PS solutions simply offer too many options. This is not a strategy of abundance; it’s a strategy of specificity. More is NOT better when it comes to PS design. Effective PS offers just the right amount of support, with the most appropriate learning/support asset(s), and then guides the learner to more, if needed. You’ve seen us refer to this as the “PS Design Pyramid” and it is BRILLIANTLY outlined in Con’s recent blog article entitled “The Threat of Information Chaos and the Role of Performance Support”. SP struggles with mapping to this type of content architecture and being maintained over time, especially when mapping across multiple workflow processes, job roles, and systems.
• Integrated into Formal Learning: The most successful PS solutions we’ve been involved in start in the classroom, or the formal domain. Rather than teach everything like we once did, the trainer only teaches the essentials and then uses the rest of class time helping their learner understand how to stand self-reliant by using PS. Clearly SP can be integrated into training, the problem is that many SP sites hold a lot more information than the content a specific training course typically focuses on. This breaks the rule of “Providing Just Enough Content” as outlined above. A specific area of SP can be deep linked, or brokered, from within a PS framework optimizing the content stored on SP while not overwhelming or confusing the learner in the process.
• Trustworthy Content: The number one killer of PS is incorrect or outdated content. Since PS is consumed at the moment of performing a task, if this doesn’t help or produces an incorrect outcome they will never use it again. Some type of maintenance strategy has to accompany every PS rollout. Unfortunately many SP sites have not been set up with this type of rigorous maintenance strategy. They end up being the dumping ground of multiple versions of the same content found in multiple places. Using a PS authoring software can help bring semblance to this issue, allowing for versioning and tracking in a way SP isn’t able to support. Also rarely have we found all the appropriate learning and support assets stored in one SP site. There are often other web links, e-learning, and other resources which could be used in the PS framework. These need to be made available and maintained in concert with what’s available in SP.

Effective PS is not about a tool like SP, it’s about orchestrating an effective, embedded, and contextual journey through the appropriate support assets - at the moment of need. SP is a tremendous asset in that overall approach, but is not a standalone solution or strategy.

Bob Mosher, Chief Learning Evangelist for Ontuitive
Bob has been an active and influential leader in the learning and training industry for over 23 years. He is renowned worldwide for his pioneering role in e-learning and new approaches to learning. Bob joined Ontuitive from Microsoft, where he was the director of learning strategy and evangelism. Before Microsoft, Bob was the executive director of education for Element K, where he directed and influenced their learning model and products.

Bob is an influential voice in the IT-training industry, speaking at conferences and participating within industry associations such as Chief Learning Officer magazine, CompTIA, ASTD, The eLearning Guild and The MASIE Center.

• Accessible - through remote access technologies or Software as a Service (SaaS) models. People engage more frequently in social learning and networking when they’re away from the office – especially when they’re travelling or offsite, so make it available beyond the confines of the desk.
• Mobile – with the fast growth of both tablets and smartphone use, ensure your platform can be used effectively on both.  91% of mobile Internet access is to social sites (Microtag.com) with 86% of browsing whilst watching TV.

• Part of your IT infrastructure – I hate passwords and users names, I have more AKAs than the CIA’s most wanted and my pet collection is growing just to keep up with the password changes. So make it simple; Facebook and LinkedIN remember me, and corporate platforms really should take advantage of single sign on - don’t create reasons for people not to log in.
• Trust-based – a site governed by trust will rise above one governed by rules. Educate those who make mistakes and leave it to willing users to publish corrections to inaccurate information – that’s the best learning.

Personal Benefits
There has to be a reason to go online, make it a natural part of working with your organisation.

• Blended learning – integrate the platform within other learning activities, i.e. classroom-led sessions or follow-up work. This will encourage users to engage with the platform and also supports embedded learning in the workplace.
• External content – use your learning partners to provide quality content and articles for the platform; keep it refreshed and interesting so people keep coming back to read updates.
• Advocates – have leading advocates in the business who can respond to questions promptly and keep discussions going. 
• Create groups – help people find what they need with specific discussion groups and content libraries, we want relevant information surfaced, not hidden in pages of conversation threads.
• Business news – switch other forms of media to the site, don’t keep sending everything by email or employees will assume they can do the same. Publish content news, updates, videos, etc online and make the site topical and current.

 
Attraction
It has to be a place I want to go to, not one I’m told to look at!

• Encourage profiles – encourage employees to have detailed profiles about themselves and their work. This enables colleagues to find and engage with each other.
• Include everyone – social learning isn’t elitist, include everyone. Often, the help we need will come from teams we’re not familiar with. Don’t reinforce silos in the workplace by creating them online too. I won’t join in if the site offers me no solutions or is not diverse.
• Help people connect – we simply don’t know what we don’t know, so help people find the right people and content. Highlight great conversations, content and input and include external subject matter experts to provoke conversations and provide alternate views.
• Make it fun – work takes up a lot of our lives and if we expect people to get involved we need to give back some humour and fun. Include non-business related topics such as clubs, shared interests and activities.
  
  Overall, remember your first steps into social learning don’t have to be big ones, move forward from where you are rather than leaping head first into the future. Importantly, think about your users and what you want them to do, rather than just the technology.

Further information
If you want to hear more, come and meet Ron Edwards and me, Giles Smith, at the CIPD HRD conference technology centre on the 25th and 26th April.

QA are sponsors of the New Technology for Learning Zone at HRD 2012
http://www.cipd.co.uk/cande/hrd/free-learning-networking

QA HRD free sessions in the New Technology for Learning Zone
The Power of Many: Collaborative Social Learning -  Giles Smith & Ron Edwards
Wednesday, 25th April 13:15:  http://tinyurl.com/qasocial
Thursday, 26th April 09:30: http://tinyurl.com/qasocial26th

Virtual Learning: Engaging and Effective or Sleep Inducing? - Ron Edwards
Wednesday, 25th April 14:45: http://tinyurl.com/qavirtual
Thursday, 26th April 11:00:    http://tinyurl.com/qavirtual26th
 

QA has just published a white paper on How to maximise social learning within the workplace, which is available for download from:  http://www.qa.com/solutions/towards-maturity/

You can also register your interest in receiving the white paper by emailing Marketing@qa.com

The study, the largest online learning technologies benchmark study in Europe, helps organisations improve performance by reviewing their current adoption strategies and comparing them with their peers.

With a record 600 organisations participating in the study last year, it’s growing in popularity.  The research is free to take part in and provides its participants with personalised reports to improve the impact of learning technologies through best practice.

The recent Towards Maturity Ambassador meeting focused on possible areas of the 2012 research, including how learning technologies impact business, trends in systems integration, the effects of the cloud and importance of learning transfer.

L&D professionals can participate in this year’s research in early June. The independent study is also being shaped by major learning industry bodies, experts and key trade press.  Towards Maturity is also keen to encourage L&D professionals to have a voice in what they would like to find out from research.

Laura Overton, Managing Director of Towards Maturity explains, “In the nine years of benchmarking, over 1800 organisations across the private, public and not-for-profit sectors have benefited from our research. But this is a fast moving industry – what worked two years ago may not work now, so the study is constantly updated and we value the input of our ambassadors, supporters and users of the benchmark. To help shape the 2012 benchmark study and get the most out of this free research, please get in touch or join our new LinkedIn discussion group.”

19 leading UK learning specialist companies make up Towards Maturity’s Ambassador Programme. They work together as ambassadors for change, identifying and improving good practice, raising awareness and driving the whole learning industry forward. They also share a common passion for ensuring that independent advice is freely available to all.

Learning and talent management software and services supplier e2train, recently joined the Towards Maturity Ambassador Programme in November 2011. Rob Caul, e2train’s Managing Director comments on his first ambassador meeting, “It was fantastic to be part of a group of leading learning professionals that are so passionate about freely sharing our industry’s successes.  It’s important that as an industry, we keep learning from each other and celebrating the impressive achievements that companies are achieving through learning technologies.”

Thanks to the support of Towards Maturity’s Ambassadors, participation in the annual benchmark study is free. The Ambassador Programme was launched in November 2010 and includes the following founding ambassadors Brightwave, Epic, GlobalEnglish, LINE Communications, LMMatters, successfactors, REDTRAY and The Charity Learning Consortium, plus CERTPOINT Systems, Speexx, Fusion-Universal, Information Transfer, learndirect, Toolwire, e2train,  QA, Ontuitive, MindLeaders and Upside Learning.  For more information on the Toward Maturity Ambassador Programme please visit http://www.towardsmaturity.org/static/towards-maturity-ambassador-programme/ or email nigel@towardsmaturity.org.

Notes to editors:
To join Towards Maturity’s LinkedIn discussion, please visit http://www.linkedin.com/groups/What-areas-should-2012-13-3696010.S.101876577?qid=0691293a-dcfd-40a7-8361-c53f397a97b9&trk=group_most_popular-mc-rr-ttl&goback=%2Egmp_3696010

About Towards Maturity
Towards Maturity is a benchmarking research company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the largest learning technology benchmark in Europe. Since 2003 over 1800 organisations have contributed to the leading Towards Maturity benchmark.
 
Thanks to the support of Towards Maturity’s Ambassadors (19 leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free at www.towardsmaturity.org.  To find out about Towards Maturity’s Ambassadors visit www.towardsmaturity.org/ambassadors

To learn more about Towards Maturity’s unique benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/ 

Giovanna Puma
Towards Maturity
T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

But hang on a minute... according to that same research by Towards Maturity, documented in the Boosting Business Agility report, the essential skills and confidence to embed learning technologies has pitifully declined. How did that happen?

This paradox may have come about as L&D budgets have been cut - new tools have been introduced. but there has been little thought for the continuing development for L&D department staff themselves.

Organisations may therefore be in the most bizarre situation of recognising the real benefits of the increasing use of learning technologies, such as eLearning and virtual classrooms, but in many cases lacking:

a) Either the budget to buy in expensive bespoke solutions; the in-house knowledge and skills to create their own eLearning content; or,

b) The confidence to experiment with cost effective learning technologies themselves.

Share freely and grow

One way around this conundrum is to share freely with your peers your knowledge, best practice and experience – of successes and failures – and even perhaps your resources and skills. Collaborating with your peers can save everyone involved valuable time and resources. It’s rare to come across a challenge that others before you haven’t faced, so why reinvent the wheel? And if you are breaking new ground, then sharing your experience can really make a difference to those that follow in your wake. The L&D community are great at giving one another support in this way.

So, if you are not taking advantage of the collective wisdom out there, I really recommend jumping in and building your own network. There are so many sources of support out there, and many of them are completely free, but you need to get involved. The more you contribute the more you will succeed, and here are six ideas to help you learn and grow:

• Learn from the masters: Tom Kuhlmann’s fantastic Rapid eLearning blog  is a constant source of inspiration, with free hints and tips on creating e-learning. If creating your own content is on your agenda, then this is the blog to watch. Clive Shepherd’s blog is a good read if you want to know about current themes and challenges in learning technologies.
• Support each other: TrainingZone has a selection of discussion groups that you can join, a free resources page, an active Any Answers forum and regular bulletins. Training Journal similarly has an active forum, with questions regularly emailed to members. Sign up to both websites to ask questions and provide answers – it’s entirely free.
• Learn together: The eLearning Network  is a membership organisation dedicated to supporting e-learning use – you can join for free as an associate member, and access their webinars and online resources. A very reasonable membership fee (they’re a not-for-profit) means you can upgrade to attend their events too, and also ask for help from their mentoring service. This is a fantastic means of getting practical advice if you are feeling your way with learning technologies.
• Join the conversation: Online social networking is also, as you’d probably expect from L&D practitioners, really flourishing in the learning sphere, with a regular learning tweet up Chat2lrn every other Thursday at 4pm. Anyone can join - follow the hashtag  #chat2lrn. Topics are posted in advance and transcripts are posted afterwards. And of course there are a whole host of LinkedIn groups with ongoing discussions – choose the one that feels right for you. If you’re interested in using social media for learning, then take a look at Jane Hart’s website for some fantastic resources. 
• Think differently about conferences: Conferences such as Learning Technologies, World of Learning and HRD all have a vast range of free seminars, and provide a real opportunity to meet other L&D practitioners. This year at Learning Technologies the keynote conference speech with Edward de Bono was broadcast to the exhibition floor, you could join various tweet ups and book free advice sessions – so there was lots to inspire. And if you attend the Learning Technologies conference, you can join the constantly growing Learning & Skills Group forum which is also very supportive. For example, they have a specific Content Creation Within Organisations group. 
• Don’t reinvent the wheel: Towards Maturity’s own free resources, including well researched case studies, can provide an independent perspective that can also help you on your way. Why learn from your own mistakes when you can learn from other people’s? The annual Towards Maturity benchmark is also a great way of knowing where you are at on your learning technologies journey, what gaps you need to address, with clear insight for future action.

The golden rule to joining these networks is to ‘pay it forward’ - give your own help, knowledge and experience freely, and it will come back to you tenfold: as in life, you will only get out of all of these groups what you are willing to contribute to them.

At The Charity Learning Consortium we have harnessed this concept of ‘paying it forward’ to such an extent that we are looking at marrying the skills of a subject matter expert from one charity with the e-Learning design expertise from another, and creating content that the entire group can share. It’s early days, but it’s an exciting project to be a part of, and a great example of true collaboration.

Members are also inspired by our video learning project, where they are creating what will become a huge library of video learning that all members can access. In America, instructional designers and e-Learning developers volunteer to create content specifically for members of our US counterpart Lingo’s – with their efforts celebrated in the Global Giveback awards. When you start to think collaboratively like this, the possibilities are endless!

Coming together collaboratively can spark ideas, ignite enthusiasm, and solve problems that may be daunting when you face them alone. At the heart of real collaboration is an essential truth that we all know and recognise – that together we are more powerful than on our own.

Connect & collaborate with me on LinkedIn and Twitter @martincbaker @charitylearning @corporateelearn

Martin Baker has contributed this article as part of our thought leader guest blog series . Find out more about Martin here.

Let me take a guess at your age. No really. I’d say that if you predominantly use email rather than social media, such Twitter or Facebook, then chances are you’re over the age of 40. In fact, people over the age of 50 have a 20-30% higher usage of email than any other demographic. By sharp contrast, there’s been a whopping 40 per cent drop in email usage by Millennials (those aged between18-33) over the last year alone, according to research by comScore.  

Times are changing. Fast. The internet has become the new social intermediary. One in eight people now meet their spouse online. Seventy eight per cent of European children have an online presence by the age of two. (That figure rises to ninety two per cent of two year olds in the US as parents post photos of their children on Facebook, Flickr, et al).  And it’s not just shaping our social lives. Our work lives are set to change dramatically by comparison to just a generation ago.

In less than two years, more than 47 per cent of the workforce will be Millennials. How do Millennials communicate? Like baby birds chirping for their next meal, they are constantly connected – whether it’s text, instant messaging, Facebook, Twitter or dozens of other single-rich applications. According to Pew Internet Foundation, an average Millennial might send and receive over 3,000 text messages per month. At any given moment, they might have six to ten instant message sessions open on their mobile device.

Baby Boomers communicate via email. For the first time in modern management history, leaders and front line employees are using dramatically different media channels. Management is at risk of failing to speak the language of the front line. If communication weren’t difficult enough already, it’s now become exacerbated by new choices of media and the frequency of the signals.

If you’re a Baby Boomer, in the next two years you will start to become a minority. Some estimates suggest that 1,000 Baby Boomers are retiring an hour. And if you’re not careful, social media will pass you by. It’s not a fad and it’s not going away. Nor does it need to be a distraction in the workplace. Why not harness it to accommodate the communication preferences of this new generation?

Take learning, for example. If your corporate learning function looks the same as it did five years ago, or even two years ago, then you have a problem. Learning must incorporate the features that make hanging out on social sites compelling – commenting, rating, tagging, signals of changes, rich media, user profiles, the ability to form communities, and so on.

One of the greatest impacts a learning function can make is to bridge the divide between strategy and execution. We do this by building the skills and knowledge of employees so that they can help execute business strategy.

The majority of companies today have less than six levels of management compared to 15 levels a generation ago, largely due to the efficiencies of technology.  This means you’re likely to stay in a mid-level job for longer today than your predecessors did. A combination of factors is impacting ‘traditional’ careers, such as the flattening structure of organisations, an ageing workforce and fewer promotion opportunities.

Organisations need to change the paradigm of what they consider to be a ‘career’.  Most people think of a career as a sequence of promotions that people move through. In today’s labour market, this is not sustainable. In the future, a career will be more characterised by promotions, transfers, secondments, and projects that allow individuals to build portable capabilities and competencies in the workplace. A career today is about building the employment value proposition of the individual through the mix of experiences individuals are provided. Learning is at the heart of this shift, and social media is the delivery mechanism for building these portable capabilities.

According to the Institute for Corporate Productivity, high performing organisations are more encouraging of social media use than low performers. Shared workspaces, wikis and blogs received the most encouragement from employers, whilst tools with more security concerns, such as social networks, shared media and micro-blogs were more likely to be discouraged or blocked. The same research revealed that eighty per cent of respondents believe their organisations do not use enough social media technologies for their learning activities. Regardless of the respondent group – large companies, small companies, Millennials or Baby Boomers etc – the majority of workers would like to see more social media use for corporate learning.

Don’t be left behind. Don’t be a low performing company. And don’t be anti-social.

This article has been contributed by Dr Karie Willyerd, Chief Learning Officer at SuccessFactors, an SAP company, one Towards Maturity's founding ambassadors who support the work of our independant benchmark, ensuring the results are freely available to all.

Karie is the co-author the best-selling book, The 2020 Workplace: How Innovate Companies Attract, Develop & Keep Tomorrow’s Employees Today and can be contacted at kwillyerd@successfactors.com

Find out more about SuccessFactors' Learning to Mind the  Gap initiative here

This was the Towards Maturity Challenge  for visitors and delegates to #LTUK12 and was at the heart of our conference contribution (you can download the slides below) but it also turned out to be the theme for the conference as a whole.   It is clear that conversations alone are not able to influence our actions and outcomes.

So for me the excellent Edward de Bono delivering his lo-tech but thought provoking keynote on day1 provided a framework that helped me to capture practical ways in which the conference can help us think differently and improve results. (read more on his work here).

 ‘Creative thinking can be blocked by familiarity’

He highlighted that something that is already successful blocks can block our ability to have different and better ideas. In the track that I was contributing to, we discussed how the benchmark highlights that 4 in 5 organisations are now using some form of learning management system, with self-paced elearning courses, 77% of organisations are also using live online learning environments. Reducing cost and improving access is a priority for over 4 out of 5 organisations and, on the surface these tools are  really helping us to deliver more for less , critical in today’s economic climate.

However, organisations now are looking for ways to become more agile, to encourage sharing and to respond faster to change. Top performers [measured by the Towards Maturity Index ] are thinking differently about these things and starting to embrace change but sadly the majority are not.Compared with 2008, we are less likely to agree today that our e-learning supports the skills the business needs; we’re even backing away from training our trainers how to blend technology more effectively.

Are we now ‘living in a box’, blinkered by past experience successes and an overwhelming desire to reduce risk?

EBNE - excellent but not enough

Edward de Bono used this term to help us challenge our thinking by considering that an idea might be excellent but not good enough. Evidenced by our behavior, our current thinking is clearly ‘elearning is great for compliance training and imparting knowledge ‘. This has a form of excellence, - it works, it delivers results and businesses are demanding more.

However our research clearly shows that for the majority stop at this point but the top performers go on to do more. The conference illustrated a wide range of areas where we can go deeper still.

For example Guy Giffin created a great case for the use of modeling and simulation in developing complex and subtle tacit skills such as communication and stakeholder influence. Our old style 15 minute course or 1 hour web presentation won’t hack it in this area but harnessing the power of technology to model behavior and provide branching really has the power to  make a difference.

Joanne Jacobs highlighted how we can move beyond consuming online resources to really start to engage staff in sharing and collaboration using social media by building trust.  

Having alternative ideas does not mean that current ideas are not relevant

The debate around formal and informal learning has been going on for some time and yet we are seeing little progress in adopting the opportunities outlined by Joanne Jacobs and others throughout the event – in fact 45% of us still only see ‘the course’ as the only option for building performance.* Edward de Bono encouraged us to consider that we can explore alternative ideas without rejecting the current ones. 

Boyd Glover from Dixon’s Retail speaking on the exhibition floor opened with a challenge ‘ Informal or formal learning – why not both?’ and went onto discuss how integrating informal sharing strategies with formal learning approaches on the shop floor resulted in a 30% increase in revenues for new laptops launched. Boyd drew closely on Bob Mosher’s 5 moments of need to help him think through the best ways of combining formal and informal learning. In fact Bob, speaking at the LT eXchange also highlighted that by introducing performance support ideas during formal learning itself is a great strategy for encouraging change.

Challenging familiar allows us to introduce change

In the opening keynote we were encouraged to challenge – challenge is never an attack .So how do we challenge our familiar and successful approaches?

Professor Steve Wheeler, speaking at the new LT eXchange, encouraged us to seek out and learn from the ‘positive deviant’, who is out there currently driving innovation by challenging the rules and sometimes going against them? He certainly provided a number of examples where bending the rules created new opportunities that were subsequently embraced.

Nic Laycock also highlighted how that crucial challenge can also come from within the businesses itself. He outlined in his session how the South African Energy giant Eskom is in the process of completely transforming their thinking driven primarily by a critical business need to have a vast number of highly skilled individuals to fulfill their business objectives. It was clear that traditional learning approaches would not be enough which has led to senior executive commitment to innovation and experimentation with new approaches where staff can learn from immersive experiences and from sharing with each other in new and creative ways.

Parallel thinking – looking at a problem from 6 different perspectives

We know that introducing any change comes with challenges but applying Edward de Bono’s ideas around parallel thinking and considering a problem from different perspectives (6 Hat thinking) can work really well.
One problem many face is the unwilling learner and Mark Bethelemy from Captita  and Gareth Williams from Cambian Group both highlighted  the importance of engaging stakeholders in discussing the issues before necessarily coming up with the solutions. This approach to looking at a problem from many perspectives can really work – I’d love to see it taken one step further by applying the 6 hat principles directly to the challenge!

Emphasise benefits not novelty!

When asked the question ‘how can we overcome resistance to new ideas and change?’ Edward de Bono stressed the importance of demonstrating value back to business. Kevin Streater from the OU and Matt de Feo, Snr VP of Sales, Training and Recruiting at Techtronics underlined this when they emphasised the importance of aligning new learning approaches to metrics that really matter to the business communicating those successes back to key business stakeholders.  From our own research we know that less than 2 in 5 organisations monitor results against pre-agreed business indicators top performers are and 3 in 5 organisations don’t even communicate successes to business managers*.

Stop talking, start thinking

This last one isn’t an insight from the man himself just one of my own reflections! From our own research we know that organisations who think differently in these areas are getting great results!* Talking about change and how new technologies can support that change doesn’t deliver – thinking differently does!  Learning Technologies 2012 certainly provided much food for thought, now it is time to think, decide and act!

* statistics taken from the 2011- 12 Towards Maturity Benchmark which can be downloaded at www.towardsmaturity.org/2011benchmark.

•    Sector reports
•    In-Focus reports

Both build on the organisation’s nine-year track record of producing the leading European Industry Benchmark. Drawing on data from 1,800 organisations, The Towards Maturity Benchmark is considered the most comprehensive independent review of the use of learning technologies in the UK workplace. (The 2011-12 report is available for free download at: www.towardsmaturity.org/2011benchmark).

Sector reports have been launched in response to widespread demand for an analysis that drills deeper into the practical issues within individual business sectors. Industries covered in the initial tranche of reports include:

•    IT and Telecoms
•    Public/Private Sector
•    Health and Social Care
•    Finance and Insurance
•    Learning Services Providers

In-Focus Reports dig more deeply into implementation issues and feature case studies. The first In-Focus report is a briefing that L&D staff can use with senior managers to help them understand the bottom line business benefits of using learning technologies within their organisation. As an introductory offer, this first In-Focus report will be supplied free to all who register as members of the growing Towards Maturity Research Community at the Learning Technologies Show. Registered members of the Research Community will also receive special discounts on the new sector benchmark reports.

Towards Maturity will be launching the new report ranges at this year’s Learning Technologies Exhibition 2012 on the 25th and 26th of January at Olympia, London on Stand 45. Visitors to the exhibition will be able to register for both the research community and their free in Focus Report on the stand.
In addition, Towards Maturity consultants will be providing practical help and direction for visitors to the event who want to understand the changing face of learning – helping them to make the most productive use possible of their time at this busy and ever-expanding show.

Visitors should call at Stand 45 to access these free events and resources:
•    Think Differently roadmap – a guide to Towards Maturity Ambassador organisations who are offering free resources, tutorials and apps at the show, and a takeaway infographic to spark ideas and open up conversations after the show.

•    LT eXchange – meet, tweet and network with the conference speakers: in conjunction with Training Journal, Towards Maturity is bringing conference thinking directly to the exhibition floor.

•    The Think Differently Top 20 – Towards Maturity has identified the most useful of the free floor seminars

Laura Overton, Managing Director of Towards Maturity said, ‘I am delighted to announce this extension of our services, which has been in response to overwhelming demand from our rapidly growing user community. Different industry sectors tend to have very individual issues and different maturity profiles when it comes to their use of learning innovation. It is also wonderful to be able to give more detail on implementation practices. Learning and development professionals across the industry will have even more to gain from a relationship with Towards Maturity. We look forward to welcoming people on Stand 45, wherever they are in their learning journey, and helping to steer them in the right direction.’

 
About Towards Maturity
Towards Maturity's is a benchmarking company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the UK's largest learning technology benchmark, gathered by Towards Maturity over 9 years with over 1800 organisations.

Thanks to the support of Towards Maturity Ambassadors (16 leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free on the website. www.towardsmaturity.org

To find out about our ambassadors visit www.towardsmaturity.org/ambassadors

To learn more about Towards Maturity benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/

Laura Overton, Managing Director will be encouraging the main conference delegates to play an active role in helping their businesses become more agile in 2012. However this will mean challenging preconceived ideas and even past experiences of using learning and technology.
 
The Towards Maturity team is also providing practical help and direction for visitors to the Learning Technologies event who want to understand the changing face of learning - helping them to make the most productive use possible of their time at this busy and ever-expanding show.

Visitors can download these resources to help them plan their visit to the show and should call at Stand 45 to access these free events and resources:

•  Think Differently Roadmap - a guide to Towards Maturity Ambassador organisations who are offering free resources, tutorials and apps at the show, and a takeaway infographic to spark ideas and open up conversations after the show
•  LT eXchange - meet, tweet and network with the conference speakers: in conjunction with Training Journal, Towards Maturity is bringing conference thinking directly to the exhibition floor
•  Think Differently Top 20 - Towards Maturity has identified the most useful of the free floor seminars: download  a free list 

 
In addition, Towards Maturity will be making a major announcement about an extension of its research services at the show, building on its nine-year track record of producing the leading European Industry Benchmark. Drawing on data from 1,800 organisations, The Towards Maturity Benchmark is considered the most comprehensive independent review of the use of learning technologies in the UK workplace. The 2011-12 report is available for free download at www.towardsmaturity.org/2011benchmark

Laura Overton, Managing Director of Towards Maturity said, 'Learning Technologies is such a busy and ever-expanding show that it's easy to miss out on really good ideas and events if you don't know what you're looking for. So we've organised routes and events for people who seriously want to find out about using learning technologies to dramatically improve business results. Take on the Towards Maturity Challenge, and we guarantee you'll be think differently about learning afterwards - and have useful insights and practical tools to take home with you.'
 

About Towards Maturity
 
Towards Maturity's is a benchmarking company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the UK's largest learning technology benchmark, gathered by Towards Maturity over 9 years with over 1800 organisations.
 
Thanks to the support of Towards Maturity Ambassadors (16 leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free on the website. www.towardsmaturity.org
 
To find out about our ambassadors visit www.towardsmaturity.org/ambassadors
 
To learn more about Towards Maturity benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/

If you want to improve business results through learning technologies this year, then it is time to put aside previous experiences,shake off preconceived ideas and THINK DIFFERENTLY!

 We have been pouring over the 2011-12 benchmark research and identified several areas where top performers excel and have brought them together in a new infographic (thanks to our ambassador Brightwave) which will be available to pick up at Learning Technologies 2012 (25/26 January Olympia) at our stand 45.You can also download it today as part of our LT Think differently challenge (see page 2).

We've also been reviewing the free resources and seminar programmes available at Learning technologies to help you think differently and become a top performer:

THINK DIFFERENTLY at Learning Technologies 2012 - Get prepared with our new roadmap

If you are visiting Learning Technologies next week, there are plenty of opportunities to challenge your thinking and learn from others experience, however the event can be a little overwhelming.

Towards Maturtiy's ambassadors and supporters will be out in force at the show and provide collective insights and experiences that will challenge your current thinking forever! Visit us at the show and pick up practical ideas and resources to use back at work.

Get prepared by downloading our Think Differently roadmap below. Just keep an eye out for our proud to support sign on the day and use this as a checklist for your must have takeaways that will really influence your success this year.

Also, don't miss:

• Learning Technologies eXchange and use the event to collaborate with speakers and peers  
• Join us at the event Tweet-Up at 12.45 each day (Stand 45 on day 1, stand 218 day 2)
• Our top 20 of the free seminars available

REGISTER for Learning Technologies for Free today!

Meet us on Stand 45.

Over 600 organisations took part in the 2011 Towards Maturity Benchmark and received a free personalised report that looked at implementation strengths and weaknesses.

January is a great time to take a fresh look at the results and resolve to focus on one or 2 areas to improve impact, take up and results for 2012.

Why not bring your report along to Learning Technologies and discuss some new ideas with the TM team on stand 45?

 If you are currently overwhelmed by choice and struggling to decide, take a look at the following that include direct case studies from National Autistic Society, techtronic Industries Inc, Dixons, Jaguar Landrover and  the British Army (all of which i would definitely recommend!)

You can attend them for free by registering for the event here.

Also don't forget to visit us on Stand 45 (first floor) where we will be hosting the Learning Technology eXchange.

Day 1 - Wednesday 25th January 

 Learning Technologies  – First floor Olympia 2

• How to build a mobile app in 15 minutes! Epic
• Share. save. collaborate: what corporates can learn from charity L&D – The National Autistic Society
• Are you ready for the millenium generation? - CERTPOINT
• Heads in the cloud - how are content strategies evolving in the workplace? – Brightwave debate hosted by Don Tayor
• Engaging 14,000 employees through an effective learning management solution –Dixons
• Immerse yourself in experiential learning to discover how to really engage learners – Toolwire

Learning and Skills  -  Ground Floor Olympia 2

• Jaguar Land Rover: world beating products, world leading learning -  Jaguar Landrover
• Smooth blends: how to add virtual classrooms to the learning mix - Brightwave
•  Linking learning and performance with talent management and succession - e2train
• Video for learning – whatever the subject, device, or budget! -  Epic 

Day 2 – Thursday 26th January

Learning Technologies  -  First floor Olympia 2

• Design innovation: 10 ways to improve the learner experience - Brightwave
• Learning and analytics- identifying the link between workforce data, people development and productivity with your bottom line - Successfactors
•  How to build a mobile App in 15 minutes - Epic
• Proving the Impact of Business Led Learning - Techtronic Industries Inc
• Best practice for live online learning – training in the cloud – BNY Mellon Asset Servicing(connect with Dave as well in the eXchanges programme)
• Mobile learning: British Army and Jaguar Land Rover case studies with Major Roy Evans (Retd) and Adrian Birch PhD
• Blending mobile strategy for business agility and impact – Information Transfer
•  Linking learning and performance with talent management and succession - e2 train

 Learning and Skills – Ground Floor Olympia 2

• Transforming learning and development - Onlignment
• Next generation blended learning – unleashing the power of formal and informal/social learning Successfactors 
• Join the “ban boring elearning” campaign - eLearning network 
• Could Facebook be the saviour of L&D? Think. Argue. Debate....- The Charity Learning Consortium
• The very best technology for workplace performance - Onlignment 
• Building on Learning Architectures-  Line Communications

Update 18th January

• Full agenda for exchange programme is now published below
• Book your place at the show on Stand 45 (for LT exchanges) and Stand 218 for L&S exchanges or just turn up 5 minutes before the exchange is due to start to join in (spaces allowed!)
• Make a note to join the Tweet -up at 12.45 each day - open to all!
• eXchanges is free to participate for anyone registered to attend the Learning Technologies or Learning and Skills exhibition at Olympia 25th and 26th January  - follow the links to register for the exhibition.

 Introducing the eXchange

Learning Technologies and Learning and Skills is hosting an official eXchange to give the learning and development community a chance to meet, network and collaborate at the event. eXchanges will provide a unique opportunity to get up close and personal with speakers from the conference and will host the event’s ‘tweet up’.

The Learning Technologies  eXchange provides an opportunity for visitors, delegates and speakers to collaborate, exchanging ideas and experiences around themes being discussed in the conference and on the exhibition floors that will influence learning success in 2012.

Exchanges will take the form of conversations throughout the day looking at answers to practical questions that will stimulate innovation and creativity in learning and development. The conversations will take  place online or face to face at the Learning Technologies Exchange area powered by Towards Maturity at  Stand 45 or in the Learning and Skills eXchange area (stand 218) powered by Towards Maturity and partner Training Journal.

eXchange ideas directly with conference speakers

It is the first time that experts who are speaking at the conference will be involved in conversations as part of the exhibition. Throughout the day, eXchanges will consider a range of practical questions to promote learning excellence. Attendees can book to take part in small group face-to-face conversations with the speakers directly or can take part live via social media channels. - see the growing list of speakers who are participating below.

For those in attendance at both the conference and the exhibitions, the eXchange will also host the event’s official ‘tweet ups’ at 12.45 each day. These scheduled sessions are an informal opportunity for attendees to meet up with existing contacts, network and meet new people.

The team is encouraging all attendees who use Twitter to visit the eXchange stand on arrival at the event to collect their blue sticker and identify themselves to fellow users. Attendees of the conference will be able to collect their stickers at registration
 
Who can you meet?

 You can get involved in 4 ways:
 
• Book a slot to take part in the face to face conversations with speakers

• Visit the exchange area to provide your ideas on the eXchange wall

• Get involved in the conversation via Twitter (#LT12uk or #LAS12UK )
• Join your peers to catch up informally event Tweet up in the LT eXchange area at 12.45, These will take place on day 1 at the LT Exchange area (stand 45) and day 2 at  the L&S eXchanges area (stand 218

Finally don't forget that you will need to register for a free exhibition pass to take part in the eXchange (NB you only need to register to one of the exhibitions, once inside you can move freely between the floors!):

•  for Learning technologies go to - http://www.learningtechnologies.co.uk/register-now/
• For Learning and Skills go to - http://www.learningandskillsevents.com/registration-page/

Despite the predictions of great thinkers in our industry, nobody can be 100% certain about what work will look like or how we will be developing skills within the corporations of the future. This can make it very difficult to plan effectively today. As learning professionals we have a certain level of control in our immediate working environment – we can influence our employees, our suppliers, our business leaders even. But all of us are working in an environment where external factors such as legislation, technology, the economy and demographics are constantly changing. These drivers are outside our immediate control but play a critical role in defining the future of work and learning. So how can we prepare effectively for the future of corporate learning when nobody can be certain about what it will look like?

This was a question running through this year’s Business Educa strand at Online Educa Berlin that gathered over 2000 participants from business and education together from 96 countries at the beginning of December. Business Educa was established last year to specifically address the needs of those working in corporate learning. The business agenda was extended in 2011 to focus on scenario planning as a way of leveraging all of the "brainpower" at the conference (and beyond). The intention is to create a tangible resource to help organisations prepare more effectively for the future.  The scenario planning process was led by Willem Manders and Hans de Zwart from Shell. As an organisation, Shell has been involved with the development of scenarios over a number of years as a strategic business planning tool, where they are used to open up conversations prior to formulating future strategies.

Scenario creation is a useful aspect of future planning for many organisations but, until Business Educa, the approach had not been adapted to consider the future of corporate learning.

“Scenarios are stories about the future, but their purpose is to make better decisions in the present” – Scenarios: an explorer’s guide, Shell.

What are Scenarios?

A scenario is basically a story that describes a possible future and their aim is to broaden people’s perspectives on the future to help us to become more adaptable in the face of change. At Business Educa participants gathered in a pre- conference workshop to start the scenario process, considering the driving forces for change and identifying the uncertainties associated with those key trends. These were then used to construct 4 example scenarios - see table below (you can following the process used at http://learningscenarios.org/). 

Challenging our thinking about the future

As the conference progressed, it was clear that both delegates and speakers found that the scenarios challenged the status quo (which is what they are designed to do). Many of us have a fixed view of what we think the future will look like, but across the conference the scenarios started to open up new conversations as delegates identified where they currently sat and what changes they could see coming.

Nic Laycock, spoke at Business Educa about the learning journey at Eskom, who generate 95% of the electricity in South Africa. Nic subsequently reflected on how the scenarios helped him to understand the journey that the company is currently taking:

‘Having been part of the scenario development workshop at Business Educa, the output from it is helpful in understanding where Eskom, with whom I have worked for some time, stands in its journey in learning. Its start position, a few years ago was clearly in the OLD BOY NETWORK segment, dominated by traditional structures and the engineering discipline mentality.

Steps have been taken to introduce more systems into HR and learning to help capture data to drive decisions (BIG DATA) but this has not taken off, failing to deliver the flexibility needed. Social networking and the information explosion are currently making a big impact in the business, loosening of some long held tenets around systems and structures.

The company is clearly moving step by step and in an experimental and exploratory manner into IN CROWD territory. However the fundamental question the organisation faces is balancing the IN CROWD culture with an industry structure built for very good reasons (safety) on procedure, protocol and compliance. These scenarios provide a useful snapshot to help us consider how to track and monitor what happens in the future.’

How to use scenarios to help you plan for the future

Preparing for the future is always tricky particularly when you don’t know where your ultimate destination will be or what you will find there when you get there. One key to preparation is to keep an open mind. As in the case at Eskom, it may not be an either/or situation – many of these stories could exist in one organisation but using the scenarios to test and review our current plans will mean we are better equipped for whatever the future might hold.

 Here are some ways that you can use scenarios to help you prepare for the future*:

1 Consider how your potential decisions will play out across the different scenarios before you make them, for example what are the risks and opportunities:

• When you are taking decisions on a long term basis 
• When  you are considering a major investment
• When restructuring your learning team

2 Use scenarios to develop new conversations  and new ways of thinking within your team and across your business:

• What does learning innovation look like within each of the 4 scenarios?
• Which scenarios reflect our organisation on a global basis or a local basis now?
• What evidence are we seeing that these scenarios might emerge in our business? In other’s business?
• In what ways can we minimise risk surrounding our decisions in each of the scenarios?

3 Look for evidence for each of the scenarios right now to help you develop your thinking further:

• Are there signs that one or more of these worlds are emerging in your own business?
• Are there signs that one or more of these worlds are emerging outside of your business?
• Test the evidence and advice you are receiving against each of the scenarios – does it work better in one world than another? would it need to be adapted for a different world

4 Contribute to the Scenario development

• The scenarios are not static and should continue to be developed as the evidence is collated
• Contribute your thoughts at http://learningscenarios.org/

* Based on observations from Willem Manders, Royal Dutch Shell

The unfinished story - take part in the next chapter:

Delegates at Business Educa were invited to continue reflecting and contribute to the development of the scenarios but this work is really only just beginning.

Find out more and get involved at    http://learningscenarios.org/

Follow progress on Learning Scenarios on twitter @lrnscen

• The current trends for adoption of live online learning
• What benefits are already being achieved by UK organisations
• How live online learning is being used as part of blended solutions
• Hints and tips for success

  
You can download the notes and slides from the event below.

You can also download the Harnessing the power of live online learning report below (you will need to be registered to this site to download the report).

The webinar was also recorded and will be available soon.

Sector looks beyond the classroom at new learning models to improve competitive advantage

LONDON, December 1 2011 – The findings of the first European study on new approaches to learning  within the automotive sector are now available. 15 of the largest European automotive manufacturers contributed to the free, Driving Results with Learning Technologies in the Automotive Sector report.The study, commissioned by Toyota Motor Europe, was conducted by benchmarking company Towards Maturity earlier this year.

The automotive industry has been hard hit by the recession with production levels down and falling sales. Yet the sector continues to innovate with competitive advantage going to those who are able to quickly respond to market demand and provide excellent customer service. Maintaining and building the skills of key customer-facing staff in dealerships across Europe is critical in achieving this and the sector is looking beyond the classroom to new learning models and media to address these skills more efficiently and effectively.

Compared to other sectors, the automotive sector is relatively experienced in using technology in learning, with the majority of automotive manufacturers using some form of technology enabled learning for over 3 years.  In total 55% of learning within the sector is e-enabled which is significantly higher than the 22% benchmark average. The automotive sector is much more likely than other sectors to focus on general sales and customer service skills, and slightly more likely to focus on leadership and management, induction and industry specific regulatory requirements.

Within the sector, there is a general trend to decrease the amount of face-to- face ‘traditional’ classroom training and to increase the amount of blended learning or entirely online training offered. On average 45% of all learning is face-to-face, 41% is blended and 14% is entirely online.

The automotive sector is using a board mix of technologies to address these challenges including virtual classrooms 37% and mobile learning 11%. Mobile learning is on the rise in the sector with 50% of respondents intending to introduce mobile learning in the next two years.

Compared to other sectors, the automotive sector is engaging a higher percentage of staff with e-learning (69% vs.57%), reporting greater saving in study time (27% vs. 22%) and finding greater improvements in staff satisfaction and engagement (11% vs.8%). 

The top barriers to learning technology adoption are linked to ICT infrastructure and access - a barrier that has been declining in other sectors, as access improves. The sector is also less likely to have the support of senior managers. However they are much less likely to report lack of skills of learners and lack of skills of L&D, as a barrier than other sectors

Sann René Glaza, Senior Manager of Customer Service Training Centre, Toyota Motor Europe said, “Some years ago Toyota Motor Europe embarked on an ambitious project to roll out a learning management system across all its markets. However, it is always useful to stop and make a check of where we are, what we could be doing better, and what we might need for the future. This report contains findings that will help us all do just that. The good news is that the automotive sector is embracing learning technologies as an effective way to reach our network with valuable knowledge. A challenge for us all is to continue searching for the link between knowledge transfer and critical business indicators that will convince first line supervisors up to retail management of the value of investing in human resource development.”

Most organisations in the sector, have seen their overall training budget increase over the last 2 years, and anticipate further increase over the next 2 years. Most anticipate that the proportion allocated to learning technologies will continue to increase.

Laura Overton, Managing Director of Towards Maturity said, “Building the skills and confidence of frontline staff is critical for all organisations and the automotive sector are really using learning technologies to increase skill levels and improve competitive advantage. This in-depth report shares many practical insights for any business looking to increase the impact of learning technologies, especially across multiple countries.”

The report entitled Driving Results with Learning Technologies in the Automotive Sector is free to download below

Towards Maturity has worked with other major organisations on sector reports. To commission a specific sector report, please contact nigel@towardsmaturity.org

Notes to editors:

The launch of the study coincides with, Sann René Glaza, Senior Manager of Customer Service Training Centre for Toyota Motor Europe, speaking  in the Business Educa track at ONLINE EDUCA Berlin. She will be discussing 'Building Technical Competency at Toyota Motor Europe to drive competitive advantage'.  Sann René Glaza's conference session is on December 2nd at 11.45 am.

http://www.online-educa.com/business-educa

About Towards Maturity

Towards Maturity’s is a benchmarking company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the UK’s largest learning technology benchmark, gathered by Towards Maturity over 8 years with over 1800 organisations.

Thanks to the support of Towards Maturity Ambassadors (sixteen leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free on the website.www.towardsmaturity.org

To find out about our ambassadors visit www.towardsmaturity.org/ambassadors

To learn more about Towards Maturity benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/ 

The report below is free to download but you will need to login or register to download it. Press Contacts please contact Giovanna Puma for your copy

Thanks to the support of the Ambassadors, Towards Maturity’s internationally recognised learning technologies Benchmark Study is completely free to participate in and provides its participants with personalised reports to improve the impact of learning technologies through best practice.
 
Over the eight years of benchmarking, over 1800 organisations across the private, public and not-for-profit sectors have benefited from the Toward Maturity’s popular free research. In 2011 70% of organisations that completed the study found new ideas to help improve e-learning implementations. 

e2train’s CEO, Rob Caul comments on joining Towards Maturity’s Ambassador Programme,”e2train have been closely involved with Towards Maturity for some time and is now delighted to join the ambassador group – we value independent evidence and are passionate about sharing good practice.”

e2train join 15 other leading learning technology companies who are part of Towards Maturity Ambassdor Programme. They work together as Ambassadors for change, identifying and improving good practice, raising awareness and driving the whole learning industry forward.

Laura Overton, Managing Director of Towards Maturity said, “We are thrilled that e2train is now part of our growing Ambassador Programme, it shares our aim to empower individuals and organisations to learn effectively, improve performance and manage talent through best practice. I’m delighted that this multiple award-winning company has joined our programme.”
 
The 2011 Benchmark Study in-depth benchmark report was launched on November the 10th.  It is available to download for free from towardsmaturity.org/2011benchmark.

For more information on joining the Toward Maturity Ambassador Programme please visit http://www.towardsmaturity.org/static/towards-maturity-ambassador-programme/ or email nigel@towardsmaturity.org.

About e2train
e2train is an award-winning supplier of learning, performance, talent management and succession planning technologies. The company’s vision is to empower individuals and organisations to learn effectively, improve performance and manage talent by being a trusted provider of innovative technology-based solutions and services. Learning professionals throughout the world use Kallidus software to create, deliver and manage learning and performance management operations. Its new brand, 81Boxes, is an easy-to-use talent management and succession planning, SaaS based, software service.

e2train also offers a wide variety of e-learning content, including bespoke, generic and rapid e-learning, enabling users to offer a more flexible learning solution that incorporates blended learning options and a comprehensive library of courses.
e2train gained the Deloitte Fast 50 Technology award in 2005, 2007 and 2008. In 2010, it won a Gold Award at the e-learning awards for its e-learning content production.

About Towards Maturity
Towards Maturity’s is a benchmarking company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the UK’s largest learning technology benchmark, gathered by Towards Maturity over 8 years with over 1800 organisations.

Thanks to the support of Towards Maturity Ambassadors (sixteen leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free on the website.www.towardsmaturity.org

To find out about our ambassadors visit www.towardsmaturity.org/ambassadors

To learn more about Towards Maturity benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/ 

Giovanna Puma
Towards Maturity
T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

Learning technologies are helping organisations:

• reduce proven competency time by 35%,
•  roll-out new IT systems faster by 33% and
•  improve product and processes changes by 33%.

With 64% of participants expected to allocate a greater proportion of their overall training budget to learning technologies in the next two years. Towards Maturity’s research findings revealed how L&D professionals are looking at learning technologies to increase access to learning (89% of participants), increase flexibility (85%), improve quality of learning (84%), reduce training costs (83%) and extend the reach of training (82%).

Craig McCoy, HR Director, Bupa Health and Wellbeing who participated in the Benchmark Study said, “It is time to move learning technologies up the value curve. If HR is looking to establish a credible relationship with the business, we can’t afford to ignore the tangible business benefits illustrated by this report. Investment in innovative learning approaches facilitates business agility and can support business generation, improve customer service and increase organisational efficiency.”

Organisations are using learning technologies to improve induction 79%, employee engagement 78% and talent management 68%. In contrast, 60% of managers are not giving employees’ time to learn.  

The study also highlights how 55% of organisations agree that face-to-face classroom courses are no longer the only option for improving skills and performance in the workplace. In the current fast changing environment 78% of organisations are now using technology to improve the sharing of effective learning methods between staff, using a variety of platforms including social networks, video and mobile phones.

Laura Overton, Managing Director of Towards Maturity said, “Despite the growing investment in learning technologies, a shocking percentage of organisations are not using their learning technologies to their full potential. I urge the learning industry to download our free report and learn from their peers.  Our research study has highlighted those organisations that are mature users of learning technologies are twice as likely to be more agile, efficient and have significantly better talent management processes.”

The 600 organisations that participated in the study received a complimentary personalised benchmark report. Within the report is a Towards Maturity Index (TMI) figure that provides organisations with a benchmark measurement of how well they have implemented their learning technologies, across six work streams of good practice. Towards Maturity has identified companies in the top quartile of the scale are twice as likely to report improvements in agility, influencing business impact and improving opportunities for talent management than the average company.

The Towards Maturity 2011 Benchmark Study 60 page report is available to download for free at towardsmaturity.org/2011benchmark thanks to Towards Maturity’s Ambassadors, 16 leading learning organisations. They work together as Ambassadors for change, identifying and improving good practice, raising awareness and driving the whole learning industry forward.

The Towards Maturity Ambassador Programme includes the following founding ambassadors Brightwave, Epic, GlobalEnglish, LINE Communications, LMMatters, SuccessFactors, REDTRAY and The Charity Learning Consortium, plus CERTPOINT Systems, Speex, SkillSoft, Fusion-Universal, Information Transfer, learndirect, e2train and Toolwire.  

Notes to editors:
The 2011 Benchmark Study research was conducted online from June 6th to August 16th 2011 by 600 organisations.

Other research findings include:

• Participant demographics – 600 organisations participated from private (57%), public (30%) and not for profit (13%) sectors
• 66% UK of participants are from the UK
• Employers are investing 18% of budgets in learning technologies
• 26% of all formal learning programmes are now e-enabled in some way

• Mobile learning (39%)
• Virtual meeting/classroom (77%)
• Social media (41%)
• Video (61%)
• Cloud technology (20%)
• Skills diagnostics (41%)

 About Towards Maturity

Towards Maturity’s is a benchmarking company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the UK’s largest learning technology benchmark, gathered by Towards Maturity over 8 years with over 1800 organisations.

Thanks to the support of Towards Maturity Ambassadors (sixteen leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free on the website.www.towardsmaturity.org

To find out about our ambassadors visit www.towardsmaturity.org/ambassadors.
To learn more about Towards Maturity benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/  

Press contacts:
Giovanna Puma
Towards Maturity
T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

Towards Maturity has worked with CERTPOINT SYSTEMS - one of Towards Maturity's Ambassadors, to create a new free white paper to help multinational organisations get up and running faster.

The paper considers four areas to help you through the complexities of understanding how to work in a global context and takes a closer look at:

• Governance Models
• Implementation considerations ( including language, technical and branding tips)
• Engagement
• How to launch and roll out

For the first time , the paper also provides an insight from the Towards Maturity Benchmark on the successful implementation behaviours of multinational organisations.

Related case studies that help to bring the ideas to life :

• A snapshot of e-learning implentation at Toyota
• L'Oreal Case study - learning for all ( a CERTPOINT case study)
• Why Black and Decker is using mobile learning today ( a CERTPOINT case study)

 Other resources for global organisations can be found on the Towards Maturity site by following our Going Global tag.

You will need to log in or register to download this free white paper. We'll also share  your email address with our colleagues at CERTPOINT who have helped develop this paper.

LONDON, September 27 2011 – Benchmarking company, Towards Maturity today launches its Headstart Programme, especially designed to help organisations boost the impact that learning technologies are having in their companies.
 
This unique programme combines a tailored workshop and the use of innovative benchmarking tools to help improve business performance. The programme targets priority learning areas through a three step progress of review, compare and act.

Organisations on the Headstart programme will review their current implementation of learning technologies and results, compare their findings against established good practices and finally, identify priority action areas to help improve the company’s learning strategy going forward.

Towards Maturity research has found that 70% of organisations that just complete the review stage of this three step approach find new ideas to improve their learning technology strategy.

The Towards Maturity Implementation Model is at the heart of the Headstart Programme. The leading model is based on the UK’s largest learning technology benchmark, gathered by Towards Maturity over 8 years and includes the data of 1800 organisations. The model is based on six areas of good practice implementation that are proven to help improve the results of learning technologies.

Attendees of the Headstart Programme will find out their organisation’s unique Towards Maturity Index, the measurement of how mature an organisation’s learning technology implementation is and, more importantly how to improve it. Companies in the top quartile of the TMI scale engage twice the audience, save an additional 33% of cost and 50% in reduced study time. Their staff also reach proven competency 6 times faster as a result of using learning technologies.¹

The Headstart Programme also includes a year’s Premium membership to Towards Maturity innovative online Benchmark Centre. Worth £600, Premium membership provides participants with a detailed personalised benchmark report and a list of recommended actions tailored to their organisation.

The centre also allows an organisation to review their benchmark on an on-going basis and keep up-to-date with the latest benchmark research to help them improve performance. Through Towards Maturity’s online Benchmark Centre, members have access to leading learning technologies case studies, videos, hints and tips.
 
Laura Overton, Towards Maturity’s Managing Director comments, “Our years of research have shown that the range and complexity of learning technologies are growing. It’s a mind-field for organisations at any stage of implementing learning technologies. In this changing economic climate, business agility is growing in importance and our new Headstart Programme helps organisations use technology in learning to react to change and improve business performance”

Run by leading learning consultants, Towards Maturity’s Headstart Programme can help at any stage of a learning technology implementation, whether an organisation, has just started using learning technologies; need to fully engage staff to new way of learning; want to increase staff engagement or want to learn from common mistakes rather than making their own.
 
Designed for a team of up-to ten people, the five hour workshop can be run at a company’s premise for just £1500. As an introductory offer, Towards Maturity is offering a 10% discount off this price for enquiries before October 7th.

Towards Maturity has run similar workshops for major organisations in the private, public and not-for- profit sectors. For more information about the programme please contact nigel@towardsmaturity.org.
 
¹ data from 2010 Towards Maturity Benchmark Study, www.towardsmaturity.org2010benchmark

About Towards Maturity
Toward Maturity’s is a benchmarking company that provides independent expert advice and support to help organisations use learning technologies to accelerate business performance. It leverages the data of its in-depth Benchmark Study, the UK’s largest learning technology benchmark, gathered by Towards Maturity over 8 years with over 1800 organisations.

Thanks to the support of Towards Maturity Ambassadors (fifteen leading learning organisations), annual benchmarking findings, case studies and resources are available to download for free on the website.www.towardsmaturity.org

To find out about our ambassadors visit www.towardsmaturity.org/ambassadors

To learn more about Towards Maturity benchmarking tools and models visit http://mybenchmark.towardsmaturity.org/ 

Press contacts:
Giovanna Puma
Toward Maturity
T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

A record 600 organisations across the private, public and not-for-profit sectors participated in the study, 50 percent more organisations than in 2010. Whilst 66% of participants were UK based companies, the study has increased its participants among European companies, US and Canadian companies and Middle East, Africa and India companies.

Over the last eight years, 1800 organisations have contributed to Towards Maturity’s in-depth benchmark. The 2011 Benchmark Study 40 page report will be launched on November the 10th at a joint webinar with the UK’s Learning and Skills Group. On the same day it will also be available to download for free from towardsmaturity.org/2011benchmark.

CLICK TO REGISTER FOR THE WEBINAR LAUNCH on 10th NOVEMBER

The study analyses how organisations’ learning strategies are responding to uncertain economic times, including how this climate is affecting budgets, technology changes and the building of talent. It will also reveal the impact learning technologies are having in organisations of different sizes and sectors. Furthermore it will uncover the hype verses the reality of learning technology trends, whilst detailing drivers, barriers and benefits.

A snapshot of the study’s impressive findings show L&d professionals increasingly focused on using learning technologies to help supoort business agility. 72% of companies believe that learning technologies will help them respond faster to changing business conditions, an increase of 11% from 2010. Specifically organisations believe that learning technologies can help them with complying with new regulations; supporting organisational change and increasing productivity.

Download the preliminary benchmarking report.

Interestingly, in 2011, online surveys, e-learning courses and Learning Management Systems remain the most widely used technologies, but there has been an increase in virtual meetings, sharing of video content and virtual classrooms – the latter three now in use by almost 50% of organisations surveyed. Mobile learning is growing steadily and becoming established as a mainstream technology for learning.

Organisations are also reporting in 2011 more barriers. For the last three years, the top barriers are all to do with the knowledge, skills and confidence of the L&D team, their perceptions that their learners are not ready and willing for technology, and the reluctance of management to adopt new ways of working.

Laura Overton, Managing Director of Towards Maturity said, “I’m delighted by the tremendous number of participants to this year’s Benchmark Study. The learning industry has spent 400 hours taking part in the UK’s largest learning technology benchmark, my thanks to all who participated. I encourage our industry to download this fascinated free detailed report on November the 10th to help raise the impact learning technologies are having on company performance.”

The Benchmark Study 2011 report will be available for free from November the  10th, thanks to Towards Maturity’s Ambassadors, 15 leading learning organisations. They work together as Ambassadors for change, identifying and improving good practice, raising awareness and driving the whole learning industry forward.

The Towards Maturity Ambassador Programme includes the following founding ambassadors Brightwave, Epic, GlobalEnglish, LINE, Communications, LMMatters, Successfactors, REDTRAY and The Charity Learning Consortium, plus CERTPOINT Systems, Digital Publishing, Element K, Fusion-Universal, Information Transfer, learndirect and Toolwire. 

For more information on joining the Toward Maturity Ambassador Programme please visit http://www.towardsmaturity.org/static/towards-maturity-ambassador-programme/ or email nigel@towardsmaturity.org.

Notes to editors:

Statistics behind the findings:
 
Of the 600 organisations who participated:
57% private sector (40% multinational)
30% public sector
13% not—for-profit
 
The top learning technologies include:
Online surveys and questionnaires 76%
e-learning courses 89%
Virtual meetings 65%
Video content 49%
Virtual classroom 46%
Mobile technologies 39%
 
Towards Maturity will be presenting the preliminary results at the following events: Learning Live, GlobalEnglish’s GlobalExchanges event, L&D2020 and The Charity Learning Consortium annual conference

Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its Benchmark Study, an internationally recognised longitudinal study based on the inputs of 1,800 organisations and 3,000 learners over 8 years. Benchmark findings, case studies and resources are available to download for free on the website.www.towardsmaturity.org

Press contacts:
Giovanna Puma
Toward Maturity
T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

 Going global: what makes a successful international learning implementation?

Register HERE

How do you ensure that your learning technologies deliver results when implementing  across different cultures and countries? This complex task demands more than technology and translation! Implementing learning technologies well also demands an understanding of how people learn, work and adapt to change.

In this webinar, sponsored by CERTPOINT Systems, Towards Maturity’s Managing Director Laura Overton organisations to provide practical ideas to increase adoption and improve impact. She will draw on Towards Maturity’s own benchmark research with over 400 multinational organisations and individual  as case studies to examine:

• Who influences success in global organisations
• What governance models are right for you 
• How to bring stakeholders on board when they are spread around the globe
• 6 implementation areas to improve take- up efficiency and business agility
• Tips for a great implementation, launch and roll-out

Laura will be joined by CERTPOINT’s general manager for EMEA, Maria van Vlodrop, who will examine some of the technical considerations in implementing global learning programmes. In doing so, Maria will draw on CERTPOINT’s successful track record with implementing learning platforms internationally to illustrate the critical criteria for success.

How to register

When? Friday 23rd September: 10am  / 6pm UK Time ( choose the time that suits you best!)

Register HERE.

CERTPOINT is one of Towards Maturity's 2011 Ambassadors who have helped to make the 2011 Towards Maturity Benchmark study possible.

Towards Maturity (good practice partner for the e-learning awards) would like to congratulate all the e-learning award winners.

In it's seventh year, there were a record number of entries from 17 countries so it was great to see that 25%  of the awards handed out went to Towards Maturity Ambassadors!

We were particularly thrilled to see Mike Booth from Cable & Wireless pick up  E-learning industry award for outstanding achievement.

I have known Mike for almost 10 years as he was one of the original contributors to our first benchmark report. Over that time his own organisation has undergone significant changes that would have daunted many learning professionals. But Mike embraced the challenge by consistently innovating, ensuring that learning was positioned to support business transformation rather than be left behind and he's always been willing to share lessons learned. You can follow some of his story here.

Celebrating Towards Maturity Ambassador Wins

Epic, Brightwave, Line and Information Transfer walked away with Gold awards and overall 25% of the awards handed out went to our ambassadors so well done!

Information Transfer walked away with the Gold win for Widespread Adoption for the 4th year running!

We've covered the stories of many of the past winners so do check them out if the ceremony has inspired you.

A list of the final winners!

Here is thelist of the winners (and the shortlisted organisations ( with links to stories of previous wins!):

Best use of social media for learning

• Gold - Deutsche Welle German Courses

Best use of synchronous e-learning

• Gold  - Brightwave

Best learning game, simulation or virtual environment

• Gold - Train4TradeSkills
• Silver - Parliament's Education Service and Preloaded
• Bronze - Caspian Learning/Interplay Energy

Best use of rapid e-learning content

• Gold- BT Learning and Development-SSV-eLearning and Multimedia
• Silver - Kineo and McDonalds UK
• Bronze - Unicorn Training Group

Best use of mobile learning

• Gold- Epic and Harper Collins
• Silver - LINE Communications and the Royal School of Artillery
• Bronze

Most innovative new learning hardware or software product

• Gold- Train4TradeSkills
• Silver - DH e-Learning for Healthcare: e-Fetal Monitoring (e-FM)
• Bronze - Fuse by Fusion Universal
• Bronze - Curatr by HT2

Best use of e-learning to ensure compliance with external regulations or internal policies

• Gold- CA Technologies
• Silver - RBS Group
• Bronze - Epic and the BBC

Best e-learning project securing widespread adoption

• Gold- Information Transfer and Cambian Group
• Silver - Kineo and BP

Best online distance learning project

• Gold - RM Lightbox Education / National College for School Leadership,
• Silver - Workplace Law Environmental

Excellence in the production of learning content - Not for Profit Sector

• Gold- LINE Communications and AO Foundation
• Silver - St Georges, University of London (check out previous awards)
• Bronze - League Football Education, Sportiv8 and Kineo,

Excellence in the production of learning content - Public Sector

• Gold- Epic and the BBC
• Silver - abcenglish, International Learning Centre and Wigan Council
• Bronze - NPIA/NCALT: Mental Ill Health and Learning Disability Awareness ( check out previous wins here)

Excellence in the production of learning content - Private Sector

• Gold - eCom Scotland in partnership with Howden
• Silver - Boots in partnership with Mind Click  ( Boots have been successful before - find out how)
• Silver - Compass Group and Kineo
• Bronze - essential.genius
• Bronze- Purple Media

E-learning internal project team of the year

• Gold- Crown Prosecution Service

E-learning industry award for outstanding achievement - corporate

• Gold- Sky in partnership with Brightwave
  

E-learning industry award for outstanding achievement - individual

• Gold - Mike Booth - Cable & Wireless

E-learning development company of the year

• Gold (International) - Michael Management Corporation
• Gold - Unicorn Training Group
• Silver - Walkgrove

Also shortlisted were abcenglish,GlobalEnglish Corporation,Learnosity, Kineo,, Open English, QA and Wavelength

Find out more about the awards here.

To date 1800 organisations have participated in the Towards Maturity Benchmark since it began and during June and July 2011 a record 600 organisations took part investing over 400 hours in the process.

Here is just some of the feedback we've had from the participants as they completed their 2011 review-

• Thank you for the great ideas I've gathered while filling up this survey.
• It was a good time for reflection. Good Work and we wish you success for this initiative, Thanks
• Keep up the good work. Detailed questions, but realistic approach. Thank you !
• Thanks -  looking forward to the results being shared, learning from this and using to promote within the organisation
• We thought the survey was really good and gave us the opportunity to reflect on things that we could use going forward.
• Great thought provoking questions, look forward to seeing the results!
• Can't wait to see the results - looking forward to being able to plan what and how we can improve.
• This has really helped focus on some areas and relationships we need to improve on if we are to successfully progress learning technologies.
• Once again a lengthy study, that I trust will prove interesting in terms of insights. This remains one of the best studies of the UK market and specifically e-Learning. I am still waiting for when learning through technology becomes the dominant modality. I await your report with great interest. Many thanks
• Great initiatives - industry benchmarks would be very useful
• Cant wait to see how bad we are!
• This has been a very interesting process to go through and has given me some ideas for the future however, as always, working in a charity sometimes really impacts on what can realistically be achieved
• Excellent survey - thank you very much indeed!
• Thank you - I've done this a couple of times now - and it keeps me sharp
• I'm exhausted :-)

We've also had constructive feedback on some of the questions and style which we will be acting on as we continually review the benchmark process.

Early results will be available in the middle of September and the  2011 report will be released on the 10th of November - find out more . 

Get involved in the conversation 

Benchmarking is a dynamic process - it's not just about research but it is about action . If this is something you are interested in, then please join our LinkedIn group New Learning Benchmarks - This group is for people wanting to fast track the results of innovative workplace learning & development through benchmarking. All of our previous and current benchmark reports will be posted plus latest news and comment.

A big thank you to our  Supporters and Ambassadors

This benchmarking process has been made freely available to you thanks to the support of our ambassadors who share our passion for ensuring that great independent research is freely available to all -we would like to encourage you to find out more about them!

Founding Ambassadors for the 2011 report:

• Brightwave
• Epic
• GlobalEnglish
• Line Communications
• LM Matters
• Plateau Systems
• Redtray
• The Charity Learning Consortiu

Ambassadors:

• CERTPOINT Systems
• digital publishing
• Element K
• Fusion-Universal
• Information Transfer
• Learndirect
• Toolwire

A big thank you also  to our supporters who have helped to raise awareness and keep the study independent.

IT'S NOT TO LATE TO BENCHMARK-You can still find out your personal benchmark

Click here to find out more

Or, if you are interested applying the benchmark findings in your own organisation, check out our Headstart Programme. 

It's not too late to get involved - we've extended the deadline now until 16th of August. If you are responsible for implementing learning technologies in your business the just click here.

Over 400 have already taken part this year, here are just some of the things they are sharing at the end of the process:

Everyone who completes this by the 16th of August will receive their personalised benchmark feedback and our new paper -  Time for Action - 101 tips for success (practical ideas from previous benchmark participants) during the week commencing 22nd August.

To find out more about TM Benchmarks, visit www.towardsmaturity.org/2011benchmark

If you are responsible for implementing learning technologies in your organisation take part HERE.
 
Over 400 organisations have already taken part and feedback on the study has been astounding. Over 73% of participants reporting that just taking part has given them new ideas to improve the impact of their learning services.

 
 
Early findings indicate that almost 60% of organisations are expecting to see the budget allocation for learning technologies increase in the next two years, 38% are now using mobile technology in learning and twice as many companies are using third party social media sites in learning compared to Towards Maturity 2010 research. In addition to providing an opportunity to review existing implementation practices, the study goes on to investigate how organisations are using new media in order to indentify emerging good practices.

 
 
Taking part in the benchmark is easy; it takes just 40 minutes to complete the review and it’s completely confidential. Everyone who completes their review by teh 16th of August will receive a free personalised online report with their Towards Maturity Index, a figure that represents the scale of good practise used in their organisation by the end of the month.

 
 
In addition, participants will also receive a high level report detailing key performance indicators and recommendations for further actions, as well as a new Time for Action – 101 tips for success white paper containing practical advice gathered from previous benchmark participants.

 
 
Over the eight years of benchmarking, 1500 organisations and 3000 learners across the private, public and not-for-profit sectors have benefited from taking part in Toward Maturity’s popular free benchmark.

 
 
Laura Overton, Managing Director of Towards Maturity said, “This study isn’t just a piece of research it’s an opportunity to improve performance, I encourage as any organisation who is interested in indentifying and sharing effective implementation practices to take advantage of the benchmark extension and get involved.”   

 
 
Overton concludes, “The study feedback from participants so far has been great - one blue chip company told us - Thank you, I've done this a couple of times now - and it keeps me sharp.’

The free research, worth £600 is available for free thanks to  Towards Maturity’s Ambassadors, 15 leading learning organisations. They work together as Ambassadors for change, identifying and improving good practice, raising awareness and driving the whole learning industry forward.

The Towards Maturity Ambassador Programme includes the following founding ambassadors Brightwave, Epic, GlobalEnglish, LINE, Communications, LMMatters, Plateau Systems, Redtray and The Charity Learning Consortium, plus CERTPOINT Systems, Digital Publishing, Element K, Fusion-Universal, Information Transfer, learndirect and Toolwire.  

 
 
For more information on joining the Toward Maturity Ambassador Programme please visit http://www.towardsmaturity.org/static/towards-maturity-ambassador-programme/ or email nigel@towardsmaturit​y.org.

About Towards Maturity

Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided b3y its benchmark, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over 8 years. Benchmark findings, case studies and resources are available to download for free on the website.www.towardsmaturity.org

Press contacts:
Giovanna Puma
 
Toward Maturity

T: +44 (0) 7764 561 782
E: giovanna@towardsmaturity.org

Keynote speakers Charles Jennings, Managing Director, Duntroon Associates (one of our longstanding supporters) and Laura Overton, Managing Director, Towards Maturity will be addressing this issue in their talks:

• Transforming L&D through effective learning governance (Charles on 27th)
• Adapting to change and influencing success – five new conversations for L&D (Laura on 28th)

2 - How to get results and change behaviour

Svetlana Omeltchenko, Global Marketing Development Manager,  will be speaking on her experiences at British American Tobacco (and you can read her case study here)

3 How to get the best from mobile and social learning

• Tim Drewitt, e-Learning Specialist, Eversheds LLP (TM case study coming soon!)  and TM ambassador Piers Lea, CEO, LINE Communications Group look at how mobile learning can be used effectively.
• Niall Gavin, Group IT Training Manager, FirstGroup and TM supporters Clive Shepherd, Director, Onlignment Jane Hart, Founder, Centre for Learning & Performance Technologies are exploring  how formal learning, informal learning can be integrated and the potential of social learning

4 How to overcoming barriers to change:

• Debbie Carter, Director of Research, TJ is contributing to a panel on overcoming barriers to change.
• Karen Velasco, Chairman, British Institute for Learning & Development(a TM supporter) and Martin Baker, Managing Director from TM ambassador  LMMatters will be discussing how L&D can deliver with reduced time and budgets.

5 Making connections

You can also meet 8 of Tm ambassadors and supporters who share our philosophy of valueing independant research in the WOL exhibition:

Ambassadors:

• Charity Learning Consortium
• Information Transfer
• Line Communications
• LM Matters

Supporters:

• elearning network
• British Institute of Learning and Development
• Training Journal
• Training Zone

6 Even greater discounts for ALL TM Benchmark Centre users

WOL are supporters of the TM benchmark and have just extended their current  discount offer to our those who are currently enrolled and active in our new Benchmark Centre. That means those booking onto the event before the 26th of August receive a further 10% discount that can be used that can be used in conjunction with the early booking discount (20% before 26 August). Active benchmark centre users will have receive their own code from us directly to take advantage of this offer.

NB If you have recently completed your 2011 benchmark and are waiting for your personalised report, do contact us about this offer as you are eligible for the discount as well!

We look forward to seeing you there!

14-Jun-2011 A ground-breaking study by Towards Maturity, into the effectiveness of technology-led leadership and management development, reveals that learning technology is bringing executive development out of the classroom and firmly into the workplace. Martin Baker, CEO of LMMatters, says the research - the results of which are revealed today - confirms that online, on-demand learning is enabling busy executives to access knowledge immediately, effectively and seamlessly, when and where they need it.

Unique independent  research - supported by LMMatters, the UK partner to Harvard Business Publishing and founding ambassador of Towards Maturity - has found that learning technologies are bringing leadership and management development out of the classroom and into the workplace.

The ground-breaking study, by the highly respected independent benchmarking organisation Towards Maturity, investigated the use of technology-led learning for leadership and management development, and its impact on business performance.

Revealing the results at LMMatters annual leadership seminar on 15 June, London, Laura Overton, MD of Towards Maturity explained: "It is clear that the choice for learners is no longer simply between classroom and self study."

"Equally, the 'blend' is no longer just about the 'eLearning sandwich' where participants are required to take a prerequisite eLearning course prior to attending the classroom, and then revisiting the eLearning for refresher training."

Learning technology now supports a third of all coaching, action learning programmes and workshops, she says, and two thirds of programmes include online resources, such as check lists and job aids, to support the application of skills back in the workplace.

In general conversation, many managers and providers still say they prefer face-to-face and more 'traditional' methods of delivering leadership and management learning. Yet the study highlights that, when exposed to new media, the preference for pure classroom training diminishes.

Contrary to expectations, when asked to identify managers' top three media for learning delivery, survey participants did not include 'the classroom' .Many participants said that managers preferred solutions that either delivered on-demand learning at the point of need - through the provision of timely information - or immediate access to a community which could provide them with support.

Martin Baker, CEO of LMMatters, points out that: "Learning online can be such an integral part of 'doing' that managers who learn to solve challenges in this way may not consider this traditional 'training' at all."

"Anecdotal evidence tells us that this approach works. But surprisingly, before this study there has been little or no research into the effectiveness of online leadership and management development - despite the fact that [according to previous research by Towards Maturity] 50% of all leadership and management programmes are now e-enabled."

"It is undoubtedly learning technologies that are enabling leaders and managers to access knowledge immediately, effectively and seamlessly, where and when they need it."

The research also clearly points to an expected increase in the use of eLearning, the breadth of media used and the proportion of training budget to be allocated to learning technologies in the near future. The study also shows that increasing the proportion of innovative approaches, new media and user-generated content preferred by future leaders, is expected to lower costs for IT infrastructure and software.

The executive summary of the report Reinventing Leadership Development can be downloaded below

Some more highlights of the research follow:

Facts and figures - survey results

Participants from more than 180 organisations (in the private, public and not for profit sectors) providing development opportunities for more than 35,000 leaders and managers, took part in the survey. More than 80% face the challenge of supporting those leaders and managers across multiple locations (around a third in multinational locations). In these circumstances, technology enabled resources are proving increasingly popular.

More budget for technology-led leadership and management development

•3 out of 10 organisations have seen their budget for leadership and management development increase over the last two years (only 1 in 4 saw a decrease).
•3 out of 10 anticipate further increases in overall leadership and management development budget over the next two years (3 in 10 also expect a decrease).
•27% of the leadership and management development budget is spent on learning technologies.
•6 out of 10 organisations anticipate that the proportion allocated to learning technologies will also continue to increase (only 1 in 10 expects a decrease).

Why are organisations using learning technologies?

80% of participants are introducing learning technologies into the mix in order to:

•Improve efficiency (saving time and cost).
•Improve productivity (through sharing of good practice between managers, reducing time to competency and ensuring faster application of learning back in the workplace).
•Increase agility (in terms of increasing speed of engagement and responding to changing business needs).

What results are organisations getting from using learning technologies for leadership and management development?

•Four out of five report that they are reducing cost, increasing the speed of engagement with learning and reducing time spent away from the business.
•Two thirds believe that technology is helping to deliver a more consistent and faster application of learning back into the workplace, and is reducing time to competency.
•Three out of five organisations which are trying to improve sharing of good practice amongst managers report that this is happening.

Conservative quantifiable benefits reported include:

•16% cost savings
•15% overall reduction in study time
•8% increase in qualifications or certifications
•8% improvement in their current measures of learner satisfaction/engagement
•9% improvement in extending the reach of learning

The top tools used in technology-led leadership & management development include:

•71% use video conferencing/virtual presence
•70% use Learning management systems
•63% use other online resources such as eBooks and eJournals
•63% use diagnostic tools

Whilst growth is expected in all media, the biggest increases are expected in the following areas:

•55% expect growth in virtual classrooms
•48% expect growth in podcasting
•43% expect growth in video conferencing
•43% expect growth in in-house social media
•43% expect growth in mobile devices to deliver content
•42% expect growth in custom eLearning and video content of best practice within organisations

Organisations are invited to join Towards Maturity’s 5th Learning Benchmark Study to help them improve take-up, efficiency and business performance through learning innovation.

LONDON, June 6 2011: The 2011 Towards Maturity Benchmark Study was launched today, once again with outstanding support from the wider Learning & Development industry. Organisations from the private, public and not for profit sectors looking to improve performance through learning innovation are invited to take part during June and July at www.towardsmaturity.org/2011benchmark. Participation is free of charge.

In a time when economic uncertainty is putting pressure on budgets and time, organisations are increasingly relying upon technology to help improve learning results, efficiency and business performance. However Towards Maturity’s benchmark research over the last eight years clearly shows some are more successful than others in achieving this.

Uniquely among research-based organisations in this space, Towards Maturity leverages the wealth of data provided by its ongoing Benchmark Study – an internationally recognised, vendor neutral, longitudinal review based on the input of over 1200 organisations and 3000 learners since 2003. The study has identified six work streams of implementation activity that support performance improvement and these power an authoritative standard of measurement, the Towards Maturity Index.

The Towards Maturity 2011 Benchmark Study now provides three simple steps to help organisations use those findings to improve their own results. Organisations are invited first to confidentially review their current implementation processes and plans, then to compare their results and actions with top performers to identify strengths and weaknesses, and finally to act on the findings to improve performance.

Individuals responsible for implementing learning technologies in their organisation are invited to take part at www.towardsmaturity.org/2011benchmark.

Peter Butler, Learning director at Lloyds Banking Group says ‘The stark reality is this – if learning professionals aspire to be world class, to add core value and improve business performance, we have to be willing to constantly improve, I believe that benchmarking is an essential business tool required to achieve this and one that is not used often enough in learning. The Towards Maturity Benchmark Study opens up an opportunity to benchmark for all’.

The Benchmark Study process requires an investment of approximately 40 minutes of time. But this is time well spent as over 70% of organisations who completed the review step alone in 2010 found new ideas to help drive their strategy forward.

‘The Towards Maturity Benchmark Study isn’t just an industry survey, it is a performance improvement tool ‘ says Laura Overton, MD of Towards Maturity.’ Our benchmark supporters and ambassadors help us to ensure that the benchmark itself constantly evolves to reflect the changing industry. Every participant will receive their own Towards Maturity Index within a few weeks of completing to help them monitor ongoing improvements against evolving good practice.’

All participants who take part in this free, confidential benchmark service during June and July will receive a personalised online report providing them with their Towards Maturity Index as a baseline for benchmarking and improvement, feedback on key performance indicators and recommendations for further actions. They will also receive a new white paper: Time for Action – 101 tips for success containing practical advice gathered from previous benchmark participants.

The consolidated industry report following the Towards Maturity 2011 Benchmark Study will be launched in November and will be available to download free of charge thanks to the ongoing support of the Towards Maturity Ambassadors.

Last year’s report from the Towards Maturity 2010 Benchmark Study can be also be downloaded at www.towardsmaturity.org/2010benchmark.

Notes to Editors

About Towards Maturity

Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over 8 years . Benchmark findings, case studies and resources are available to download for free on the website.www.towardsmaturity.or

•    The Towards Maturity Benchmark Centre helping organisations apply Towards Maturity Benchmark research back in the workplace.
•    Download the 2010 Towards Maturity Benchmark

•    The Towards Maturity Index

•    Follow Towards Maturity on Twitter

The Towards Maturity Ambassador Programme

Effective implementation practices are constantly evolving. To keep up to date, the 2011 Towards Maturity Benchmark Study is being supported by industry Ambassadors who share a passion for ensuring that independent advice is freely available to all. he Ambassador Programme was launched in November 2010:
Founding Ambassadors:
o    Brightwave
o    Epic
o    GlobalEnglish
o    LINE Communications
o    LMMatters
o    Plateau Systems
o    Redtray
o    The Charity Learning Consortium
Ambassadors:
o    CERTPOINT Systems
o    Digital Publishing
o    Element K
o    Fusion-Universal
o    Information Transfer
o    learndirect
o    Toolwire

The Towards Maturity Ambassador Programme

Towartry Supporters Maturity

Towards Maturity also works with a number of vendor neutral supporting organisations to ensure that the benchmark continues to reflects current and independent thinking. Industry supporters include The British Institute of Learning and Development, Business in the Community, The  Centre for Learning Performance Technologies, Duntroon Associates, E-Learning Age, Elearnity, ELIG - the European Learning Industry Group, elearning network, IITT - Institute of IT Training, Informatology, Learning and Skills Group, Learning Technologies, Nigel Paine, Onlignment, Online Educa Berlin, Training Journal, TrainingZone and World of Learning. www.towardsmaturity.org/supporters

Press contact:
Giovanna Puma
email: giovanna@towardsmaturity.org

learndirect partners with Towards Maturity to encourage effective e-learning  practices

Towards Maturity’s Ambassador Programme grows to 15 strong

LONDON, June 2 2011: learndirect has today joined the Ambassador Programme of Towards Maturity, a leading European benchmark practice to promote independent research to encourage effective practices in e-learning.

Towards Maturity Ambassadors are industry thought leaders who support the Towards Maturity Benchmark Study in order to ensure that independent research is freely available to all. The Benchmark Study has gathered valuable data from Learning & Development practitioners since 2003.  Over 1200 organisations and 3000 learners have contributed to the development of the Towards Maturity Index that monitors good practices on an annual basis.

“At learndirect we know from our experience of working with a range of employers that the use of online learning portals and flexible online learning assets are really effective in helping to upskill staff.  However, these benefits are not always well understood which is why we see varying levels of uptake and implementation.  We’re really excited to be supporting the Towards Maturity Benchmarking Study as we believe it will help to pinpoint and respond to the e-learning deployment challenges facing employers,” comments Kirstie Donnelly, Director Service Design and Development
from learndirect.

The international recognised Benchmark Study provides all participating organisations with individual feedback on key performance indicators such as efficiency and time to competency. It also recommends further actions to improve the effectiveness of e-learning technologies in the organisation.  In 2010 70 percent of organisations that completed the study found new ideas to help improve e-learning implementations. 

learndirect join fourteen other leading UK learning specialist companies including founding ambassadors Brightwave, Epic, GlobalEnglish, LINE Communications, LMMatters, Plateau Systems, Redtray and The Charity Learning Consortium.

“I’m delighted that learndirect have joined our Ambassador Programme - they have helped more than 3 million learners transform their lives and 6,000 employers improve performance. As an organisation they share our commitment to finding the best ways to embed technology within learning to address the UK’s skills gaps – it’s great to have them on board,” said Laura Overton, Managing Director of Towards Maturity.

To join Toward Maturity Ambassador Programme please contact nigel@towardsmaturity.org.

The new 2011 Benchmark Study will be launched on June 6. Those responsible for implementing learning technologies in private, public and not for profit organisations are invited to take part to receive your personalised report  and free Time for Action paper. For further information on how to participate, please visit www.towardsmaturity.org/2011benchmark before the end of July 2011. 

Notes to Editors

About Towards Maturity

Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over 8 years. Benchmark findings, case studies and resources are available to download for free on the website.
http://www.towardsmaturity.org/
The Towards Maturity Benchmark Centre <http://mybenchmark.towardsmaturity.org>
2010 Towards Maturity Benchmark <http://www.towardsmaturity.org/2010benchmark>
Follow Towards Maturity on Twitter <http://www.twitter.com/towardsmaturity>

The Towards Maturity Ambassador Programme

Effective implementation practices are constantly evolving. To keep up to date, 2011 Towards Maturity Benchmark Research is being supported by industry Ambassadors who share a passion for ensuring that independent advice is freely available to all.
The Ambassador Programme was launched in November 2010:
Founding Ambassadors:
o Brightwave
o Epic
o GlobalEnglish
o LINE Communications
o LMMatters
o Plateau Systems
o Redtray
o The Charity Learning Consortium

Ambassadors:
o CERTPOINT Systems
o Digital Publishing
o Element K
o Fusion-Universal
o Information Transfer
o learndirect
o Toolwire
The Towards Maturity Ambassador Programme  - http://www.towardsmaturity.org/ambassadors

 For more information on learndirect please visit ufi.com or @ufi_learndirect

Press contact:
Giovanna Puma
email: giovanna@towardsmaturity.org

Laura  believes L&D has been slow to utilise technological advances in society at large, and that it has been guilty of being transactional rather than transformational.

'In the last 10 years we've seen the advent of Facebook and Twitter, and just almost everybody knows how to Google something or how to purchase something online," said Laura,"but what we’ve been doing in Learning and Development to date, I believe, has been more about automating what we used to do'

"I think one of the key questions that we need to ask ourselves in the future is 'How can we actually facilitate that fast exchange of knowledge and information in new ways and with new models?", citing BT's Dare to Share social media skill sharing initiative as an example of innovative thinking in action.

Allied to this, Laura urges learning professionals not to get hung up on jargon but instead focus on business goals: "How can I really make a difference to the business that I’m supporting?, not 'How can I deliver a course?' or 'How can I deliver a piece of e-learning?' but 'How can I bring change about in this organisation given all the knowledge that I have, given all the methods that I know about good learning and performance, giving all the new media that I have available in my hand?'"

With regard to L&D's evolution over the next decade, Laura considers attitude just as important as technology in delivering the workforce of tomorrow: "There has to be an innovation of mindset, moving from the course to delivering performance in the organisation, and being completely unconstrained by the past and looking to the future. I think that’s going to be the real innovation that will make the difference."

Brightwave's 'What a difference' videos are a series of interviews with leading figures from Learning and Development. They aim to share success stories and lessons learned from the last 10 years as well as explore how learning technologies can support fast-changing business practices in the next decade. Other interviewees include Donald H Taylor (Chair, Institute of IT Training) and Kenny Henderson (Head of Talent Development Operations, Sky), with more planned in the future.

Brigtwave is one of Towards Maturity's founding Ambassadors, you can view the full series of interviews: http://www.brightwave.co.uk/what-a-difference/video.

For those who couldn't make it to Rome, here are some of the my takeaways from his session:

Breaking down talent Management Silos

Talent Management brings together 5 different talent areas - employee performance management (EPM- consisting of performance management, succession planning, compensation management) plus recruitment and learning. Despite the clear relationships between the functions most of the time, HR operate these areas under separate silos which are of very little interest outside of the department. At best, this operating structure makes very little sense to those who are actually working out in the business and at worse causes considerable frustration and data cul de sacs , particularly when staff are faced with multiple platforms and processes. Otter challenged the group to reduce this silo mentality within HR, if only for the sake of the end user!

Platform strategy -  Time to integrate

Organisations looking to progress their core talent management strategies are increasingly looking to integrate the process and this presents a number of challenges as many are at different stages of their journey. There are some organisations considering how to shift from paper or excel based systems whilst others, who have been using technology to support performance management, recruitment or learning, are now asking questions about how to bring the systems together.

Vendors in this area offer full talent management suites and there is increasing adoption of these systems. However, despite the range modules available from talent management vendors, less than 4% use the full range of modules available. The majority (86%) use 2 modules of the 5 talent management areas from a single vendor. (Data from the 2011 Magic Quadrant for Employee Performance Management Software Customer Reference Survey).

Whilst it it important to consider platform strategies and how you are going to bring data together, Otter's key challenge however is that integration is only valuable when the areas being integrated are both ADDING value.

Otter recommended that organisations find 2 -3 vendors (1 in HR and 2 in talent management). He suggested that success comes when you commit to vendors and have them commit to you so that you can work together to think about issues such as platform not just functionality and reducing interfacing costs.
 
Talent management success - Getting closer to the user

To add real business value, it is critical to get closer to the end user. Political issues, for example working with work councils or unions, need to be considered but his strongest recommendation was to involve end users and line managers to find out 'How can I help you make your job easier?'. When it comes to integrated talent management, simplicity, ease of use and value back to employer are crucial to ongoing success .

Time to trust the Cloud/SaaS

Unified learning and performance solutions are driving a performance driven culture but 'on premise' systems are proving costly to maintain and update so the trend is to move towards software as a service (Saas). Yes there are concerns about outside parties being trusted with precious HR assets and information. Otter argued that the specialists need to be trusted, after all, you don't keep your money under bed, and you give it to bank. Talent management vendors know how to keep data more secure than many organisations -  they have more to lose if things go wrong. When it comes down to it,  who is more, likely to go digging into data? A disgruntled employee or a bored vendor? Who has most to lose if data gets out vendor who loses business and clients or an organisation who will be embarrassed at the leak?

E-learning Renaissance

E-Learning has been through the hype and disillusion phase and is now in plateau of productivity but moving forward it has to include self created content. When something labelled dead it is normally quite alive. Otter believes that the Lms is not dead , it's just had a slight cold over last few years! LMS platforms still have future, especially when start to include social and mobile technologies.

Stop arguing about social software in talent management, embrace it!

Otter argues that most hr departments not pushing social software either with vendor or with themselves. He says that HR need to articulate their own social strategy and when they do so, will have an excellent opportunity to influence change. Currently the marketing function is driving the use of social media and whilst social media is in its infancy in HR and talent, there is no reason why HR can't start to contribute and even drive strategy.

He recommends that on boarding/induction is a great area for trialling social learning projects- new staff coming in are familiar with new media so no change management is needed and technology can be used to connect new hires with each other, with managers, with administration functions before they start. 

Getting number savvy -measurement lessons from Marketing

Marketing modern marketing crunch numbers for everything , they are able to conduct amazing analysis and are able to comment on brand, success of campaigns and much more, as a result they are securing budgets. HR have the same opportunities but are less comfortable with crunching the numbers. The marketing department have business case numbers for everything and they are able to do this without impacting their creativity.

HR have access to a tremendous amount of data from the various platforms that we operate but we don't do a good job in putting it together and delivering it. Otter's challenge to HR  professionals is to ensure that their board values the data from HR as much as other departments to help them making decisions. A specific challenge is the way that volunteered information is embraced. For example, we see a strong use of social media in recruitment and also the growing importance of volunteered information from staff via sites like LinkedIn. If volunteered information continues to expand, the challenge for HR is to understand how it can be included in organisational systems so that it is available for analysis to support decision making.

Otter shared 2 practical examples of where HR and L&D can easily embrace the numbers to show the value of technology - one is in recruitment (sources of new staff, recruitment costs before and after are readily available). The other is induction - where costs and reduced time to competency can all be measured.

(Read more on HR numeracy on TO's blog 28th March - see below)

Take the current when it serves or lose your ventures!

With opportunity and change abounding, Otter completed the challenge to his audience with an appropriate Shakespeare quote from Julius Cesar:

There is a tide in the affairs of men.
Which, taken at the flood, leads on to fortune;
Omitted, all the voyage of their life
Is bound in shallows and in miseries.
On such a full sea are we now afloat,
And we must take the current when it serves,
Or lose our ventures.

Further information:

Follow Thomas Otter on Twitter @vendorprisey

Blog: http://theotherthomasotter.wordpress.com/

Magic quadrant for employee performance Management March 2011 -

Targeting the issues for business

In business, senior managers don’t want learning, they want results. OEB introduced Business EDUCA in 2010 to focus on achieving organisational results through collaborative intelligence and learning.

Business EDUCA will provides the opportunity to explore, discuss, debate and apply the conference themes to the latest issues facing organisations today.

Come and Shape Business EDUCA in 2011

Business organisations in Europe are being invited to help shape Business EDUCA to ensure that the event is all about getting things done in organisations. It’s not academic. It will draw from practice, innovation and research and focuses on outputs in the workplace, rather than learning inputs.

You can shape Business Educa in 2 ways:

• Contribute your own experiences - the Call for Papers for the event are now open - if you have experience to share from your own organisation that will be valuable for others then please consider sharing those directly at the conference. Deadline for receipt of all proposals is June 1st, 2011.
• Take part in a short  independent benchmark to understand the challenges and opportunities facing european organisations who are implementing learning technologies within their workplaces. It has been designed for those who are interested in benchmarking their activities with others to support ongoing activity and planning. The study's findings will be freely available to all participants in July and will also inform the practical themes to be explored in more detail at Business Educa in December.

Take part in the European benchmark here.

Towards Maturity will be supporting Business Educa and sharing some of the key findings and case studies with our readers. Do get involved and we look forward to seeing you there.

UK business missing out on efficiency gains say heads of learning

LONDON, 19 April 2011: As cuts-ridden Britain emerges from recession it is missing out on a potential source of significant cost savings and efficiency gains, say heads of UK learning companies, because of outdated attitudes to training among top management.
The Ready to Grow report from the CBI last year, highlighted that almost two thirds (63%) of firms see investment in skills as very important for achieving their strategic objectives, the same number  however say that they will be targeting their training more effectively as resources remain tight during the early stages of economic recovery.

Why then, at a time when people development is widely seen a more critical than ever to the success of British industry, do Business Leaders often overlook an area of innovation that has been proven to yield excellent results when effectively harnessed? The view was expressed in response to Towards Maturity research findings from its 2010-11 Benchmark Survey. Conservative estimates show that compared with traditional or ‘classroom’ training, a mature use of innovative and technology-enabled learning is delivering:

• 18% cost savings
• 22% reduction in study time
• 2x volume of learning delivered

Results achieved also improve dramatically with greater maturity of use.
This consensus viewpoint emerged at the inaugural meeting of the Towards Maturity Ambassadors Group, which comprises many of the leading provider companies in the technology-supported and innovative learning industry. Attendees to the meeting included some of the most prominent entrepreneurs and CEOs in the industry, including Piers Lea of LINE Communications, winner of the E-learning Award for Lifetime Achievement, Jonathan Satchell CEO of Epic, and Martin Baker MD Charity Learning consortium. A full list of Towards Maturity Ambassadors is given below.

The group called for specific industry-wide action to spread awareness among business leaders of the hidden potential that lurks within its L&D armoury.

Piers Lea, CEO of Line Communications said:  ‘For the first time, we have objective, empirical industry research that shows a mature use of technology in learning can significantly influence business agility and efficiency. Business leaders need to challenge their staff to look beyond past experience and to ensure that they are equipped to make the most of new learning opportunities’.

Martin Baker , MD of the Charity Learning Consortium said ‘Of course, in the not-for-profit sector, value for money is just as  critical. Leaders in the sector are under just as much pressure to ensure their staff deliver high levels of services and this means delivering the right skills at the right time in an affordable way. In practical terms, many charities, particularly in health care, have staff that are on the move – they may not even have a desk  . This evidence highlights that eLearning really is a practical and effective solution, but leaders in the sector have to support the change for technology to deliver.’

Towards Maturity’s Ambassador programme has been a resounding success since its launch at the end of 2010, showing a widespread willingness among the provider community to give practical support for the not-for-profit benchmarking practice’s work in highlighting the role of learning innovation in the workplace. Two new award winning Ambassadors were also welcomed at the meeting: Information Transfer, based in Cambridge and Digital Publishing from Germany.

Armin Hopp, founder and president of Digital Publishing said ‘Business and Learning leaders across Europe need to be able to benchmark to help drive innovation and change. We are thrilled to be part of the Towards Maturity Ambassador Group to support this important independent research.’

Notes to Editors

About Towards Maturity
Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over 8 years. Benchmark findings, case studies and resources are available to download for free on the website.
http://www.towardsmaturity.org/
The Towards Maturity Benchmark Centre <http://mybenchmark.towardsmaturity.org>
2010 Towards Maturity Benchmark <http://www.towardsmaturity.org/2010benchmark>
Follow Towards Maturity on Twitter <http://www.twitter.com/towardsmaturity>

The Towards Maturity Ambassador Programme
Effective implementation practices are constantly evolving. To keep up to date, 2011 Towards Maturity Benchmark Research is being supported by industry Ambassadors who share a passion for ensuring that independent advice is freely available to all.
The Ambassador Programme was launched in November 2010:
Founding Ambassadors:
o Brightwave
o Epic
o GlobalEnglish
o LINE Communications
o LMMatters
o Plateau Systems
o Redtray
o The Charity Learning Consortium
Ambassadors:
o CERTPOINT Systems
o Digital Publishing
o Element K
o Fusion-Universal
o Information Transfer
o Toolwire
The Towards Maturity Ambassador Programme  - http://www.towardsmaturity.org/ambassadors

Leadership Development Benchmark closes 20th May and final report will be available to download free here on the 15th of June.

The full results will also be presented at the LM Matters annual forum on the 15th of June.

 Reinventing Leadership development in 2011

PRESS RELEASE 13th April 2011 - A research project launched today will consider how innovative learning approaches are impacting leadership development. The research, conducted by the independent Benchmarking practice, Towards Maturity  aims to uncover what learning approaches are making a difference in developing great leaders and managers.

Take part here.

Nurturing great leadership skills is critical to the success of all organisations. In a bid to save both time and money, innovative online leadership and management development programmes have become increasingly popular - but how effective are they?

If you are responsible for  leadership and management development within your organisation, we encourage you to participate in an independent industry benchmark study from Towards Maturity, designed to uncover good practice that delivers results. The results will be freely available to all participants and will be released on the 15 June.

The Ready to Grow  report from the CBI last year highlights the priorities facing business in this area. More firms in 2010 (48%) than 2009 (39%) say improving leadership and management skills is essential for future success, and this is even higher for the public sector (73%). The same report also highlights that over two thirds of organisations are looking for more targeted and cost effective routes for training.

The Institute of Director’s Skills Crunch Report at the end of last year also highlights that leadership and management skills are at the top of the list for those organisations which are reporting skills gaps in their current staff.

As a result, leadership and management training continues to be a high priority and, increasingly, organisations are considering more cost effective learning technologies as part of their learning & development approach. In fact, according to the latest Towards Maturity benchmark, 50% of all leadership and management programmes are now e-enabled, compared to just 34% in 2008. But how are they being used and under what circumstances are they effective?

Laura Overton, MD of Towards Maturity commented: “Our research has shown that when top leaders use learning technologies in their own development, the overall impact and business benefit of investment in learning technologies is increased, so we are particularly pleased to be able to conduct this study.

“We are aiming to understand how organisations can improve their use of learning technologies in leadership development programmes, to encourage great experiences for participants - even at the highest levels of organisations.”

The independent study is being supported by of LMMatters, the UK partner to Harvard Business Publishing, and a founding Ambassador of the  Towards Maturity 2011 Benchmark.. Martin Baker, Managing Director  of LM Matters commented: “We are proud to be backing this independent research project and would encourage anyone using online leadership and management resources to participate. Nurturing leadership skills is a priority for all forward thinking organisations, and effective delivery is critical at a time when resources are stretched.”

How  to take part

Participants can take part online via the following link:

https://www.surveymonkey.com/s/TMLeadership

The survey will take about 15-20 minutes. Individual responses will be kept completely confidential, unless agreed otherwise.

All participants will receive a free copy of the final report which will be published on 15 June 2011 and complementary resources from Harvard Business Publishing.

A full discussion of the findings will also be published in the July/August edition of eLearrning Age magazine as part of Towards Maturty's good practice partnership with the magazine and eLearning awards.

• providing faster and more efficient learning programmes;
• reducing bureaucracy;
• simplifying the jobs of assessors enabling them to focus more on feedback and assessment rather than managing huge volumes of evidence;
• increasing the retention of learners in a learning programme;
• increasing the ownership of learners in  their assessment programme;
• providing more transparency for funding organisations; and
• increasing the transparency of Quality Assurance for work-based assessment.
  

These are the findings of City and Guilds following the implementation of Learning Assistant to support work-based assessment of some of their key programmes.  Learners using e-portfolios to assemble competency based evidence complete their qualifications 40% faster than those with paper based portfolios. Assessors say they are better able to manage their workloads.  Our own research also reports that the use of Learning Technology significantly reduces time to competency by 28% for the most e-learning mature organisations; additionally a case study on work-based assessment demonstrates speed to competency achieved in half the time. (click here for podcast and here for case study article). 

However computer driven assessments themselves are having difficulty getting beyond multiple choice questions.

These were the main points to come out of a meeting of the British Institute of Learning and Development at City and Guilds head office in London on the 31st March.

The City and Guilds has been around for a long time being established in 1878 by the City of London and various craft Guilds. Throughout that time they have both remained up to date and maintained quality standards of assessment.

Andrew Boyle, Head of Assessment Research, presented a personal view of e-assessment. There is much still to be done as paper driven systems still dominate assessment procedures; whether work based or not. Isabel Nesbit the outgoing CEO of Ofqual (Office of the Qualifications and Examinations Regulator) is quoted as saying of computer driven assessment; "Let's get this off the too difficult pile".

Simulation, mobile media, virtual reality, 2nd Life, augmented reality, social networking, collaborative tools all give us the opportunity to get beyond multiple choice questions in assessment.

City and Guilds themselves have been using computer driven tests since October 2002 since they launched Global On-line Assessment GOLA. Initially usage was approximately 200,000 tests per annum and this has risen to 1 million per annum.  The overall UK market for e-assessment is around £250 million per annum so this is clearly a serious business. One of the most frequently used on-line tests is the Driving Test Theory Test.

However e-assessment is not yet doing enough; Generation Y (Those entering work now) are used to sophisticated, web-based interactive displays and communication.  Again quoting Isabel Nesbit; "Computerised exams should replace pen and paper test for a generation used to digital learning." The strain of writing for three hours is a novel and tiring experience for Generation Y; although previous generations might also agree.

However many practioners in the field are uncertain about the future of technology in assessment. City&Guilds are experimenting with revolving cameras on PCs to act as invigilators and automatic recognition of candidates to alleviate some of these concerns although this does not take us beyond MCQs. Currently only a few topics are examined by computer based exams.  Some of these totally replace paper based assessment and others are a combination; blended assessment.  Achieving a close link between work performance and exam performance remains elusive for many.

The picture is much more positive for work-based competency assessment where the e-portfolio is proving a valuable tool. Andrew Stone, the Assessment Practice Manager gave the audience a very clear and entertaining presentation of how Learning Advisor works.

Competency based qualifications have a structure broken down into Units with Performance Criteria and Knowledge Statements. The traditional approach for work-based assessment is that candidates assemble a paper portfolio of evidence; witness statements, project work, comments from customers or line managers, perhaps photographs of completed jobs. Each piece of paper will refer to the Unit of competence and the Performance Criteria or Knowledge Statement. Of course one piece of evidence may refer to more than one item of assessment. Learning Adviser brings all this together in one electronic package.

The e-portfolio is a collection of evidence in electronic form suitable tagged and commented.  Evidence can include video, images, audio, emails, witness statements, spreadsheets, presentations, other documents, http links including links to Wikki sites (which may themselves be examples of collaborative exercise and therefore used by several students). Potentially the output from simulation and virtual reality scenarios could be included.

Andrew demonstrated how this might be used in the hypothetical Level 3 qualification in Corporate Skills.  This includes a Unit with the title “Attending and contributing to conferences and seminars”. This included Performance Statements: turn up on time; nod and smile at other participants, remain awake, contribute to discussion etc.  Photographs and videos of participants were added to a mythical student’s portfolio to demonstrate each of these performances.  The evidence was added to the performance statement in the system. The evidence is viewed by an assessor who can pass or fail the evidence and add comments.  An external verifier is then able to access the same record and comment on the judgements made by the assessor.

An advantage of the e-portfolio in this format is that both students and assessors can very easily get an over view of progress as each Unit can be displayed on one page with Assessor comments. At a glance it is easy to see if that Unit has sufficient evidence collected.

Learners can download their e-portfolios making it easier for them to keep a record of their progress and eventual completion.  Students like this approach as it is easier for them to collect evidence with every mobile phone being a video and audio recording device; e-portfolios don’t get lost, are simple to store and easy to save a copy.

Mobile technology also simplifies the process enabling not only evidence gathering on the spot but immediate transmission to the tutor and assessor. This strengthens the links between tutor and a remote work-based learner, a point made by a pilot study into the use of mobile technologies(PDAs) to help work-based assessment in the Health and Care sector starting as early as 2006.  The Centre for Excellence in Teaching and Learning  led a project on  Assessment and Learning in Practice Settings  with the aim of simplifying the collection of evidence for Health and Care students when working in hospitals, clinics and care homes.  Students felt far more supported by their University Tutor with mobile technology than they did without. 

The conclusion from the conference is that the e-portfolio is a success, both from a commercial and learning aspect, but that e-testing still needs more development work to get beyond the multiple choice question. 

31st March 2011 London: Two leading players in the e-learning community have extended their co-operation in a bid to bring more benefits to users and providers of technology-based learning.

Bizmedia Ltd- publisher of e.learning age and organiser of the E-Learning Awards- has entered into a new partnership with Towards Maturity, the not-for-profit company which promotes good practices around the use of technology learning in the workplace.

Clive Snell, Bizmedia, Managing Director said: “We have worked with Towards Maturity over a number of years. Through their benchmark research, they  contribute significantly to the understanding of learning technologies in the workplace and we’re pleased we are set to continue and develop our relationship for the benefit of the e-learning profession reinforcing many of the key issues we cover in our media and in our awards.”

Towards Maturity has become the exclusive good practice partner for  Bizmedia identifying effective implementation practices from the e-learning age awards in order to share  ideas more widely through the e.learning age magazine, both online and in print.

The partnership will result in case studies of E-Learning Award winners that draw out good practice. These will be be published in the e.learning age Magasine and on the Towards Maturity site. Two good practice briefings will also be published in the magazine based on Towards Maturity’s research and model. The first of these will take a closer look at effective leadership development.

 Laura Overton, Managing Director of Toward Maturity, said: “The e-learning awards have gone from strength to strength and we look forward to working with Bizmedia to draw out practical lessons from the winners  & sharing the secrets of their success more widely so that everyone can benefit’

We support a wide range of awards including the e-learning age awards, the Training Journal awards and the Institute of IT Training's awards and always look forward to sharing best practice that comes from the winners.

With this in mind we wanted to let you know about a new award programme and conference from Informatology  where you get to be the judges! (deadline for registering interest in the award programme is 15th April).

It's not often that you would see Miles Templeton , Director General of the IOD, Ruby Wax and our very own Nick Shackleton Jones and Clive Shepherd and perhaps YOU on the same conference agenda.

Do take a look and get involved!

Are you involved in a project or initiative that could interest others in HR and in L&D?

If so, Informatology invite you to enter for the 2011 Peer Award for Excellence. As a finalist, you would be invited to speak at the Peer Conference on 21, 22 or 23 June in London.

What's special is that it is a "Peer" Award, because conference attendees listen to your ideas and then determine the winner.

The Peer Conference is not like other conferences
It is about having real conversations with the speakers and fellow participants. It is not about sitting through a day packed with talks.

The Peer Award is not like other awards
It is about expressing your ideas, and gaining the recognition of conference participants that hear you speak. It is also about possibly winning a prestigious national business award.

Some key facts...

Categories
You enter for one of these six award categories, each of which is also the theme of a Peer Conference stream...
* Coaching
* Leadership
* Talent
* Technology for Learning.
* Learning & Development
* Corporate Responsibility
Please pass this invitation to your colleagues in these areas.
See http://www.informatology.com/peerawards/category/

Deadlines
All categories are open for registration by 15 April, with your 500-word write-up due by 22 April.
Some categories may remain open for later entry, until 1 June.
See http://www.informatology.com/peerawards/enter/

Candidates Package
Registration gives you three whole-day conference places for the seminar of your talk for the price of one, plus entry to the award.
See http://www.informatology.com/peerawards/fees/

Attending Only
Not ready to submit an entry but keen to participate? Book seminar places now, before the initial conference programme is published on 1 May, and you get £100 off each day-place.
See http://www.informatology.com/conference/the-fees/

Speakers
Miles Templeman, Director General at The Institute of Directors; Carol Wilson, Managing Director at Performance Coach Training,  Nick Shackleton-Jones, Group Head of e-Learning at BP (and previously at the BBC) and our own Laura Overton, Managing Director at Towards Maturity, are already confirmed as conference co-chairs.
See http://www.informatology.com/conference/seminar/

Find out more
Everything is explained at the website, and you can join one of our conference call chats where all your questions are answered.
See http://www.informatology.com/peerawards/intro/

The Masterclasses
An exciting Masterclass series  also takes place at the same Conference including Ruby Wax's Less stress leadership class, Julie Starr's Coaching Masterclass  and a Social Media Masterclass with Nick Shackleton-Jones and Clive Shepherd!
See http://www.informatology.com/conference/masterclass/

So, inspired by the signs of growth in our parks and gardens, it might be time to take a look at how we can spring clean our own e-learning estate & prepare to increase our success later on in the year!

There are 3 things to consider as part of an e-learning spring clean. The first is to clean up, the next is to prepare and the third is to start planting!

Step 1 - Cleaning up

The recession has driven a massive uptake of traditional e-learning programmes but it is difficult to implement new ideas if your organisation is covered with the debris from a previous season. Over the next few weeks why not start the clean up process by reviewing your current e-learning offering?

1. Consider what debris is lying around- why not start a review of your current e-learning offering or your marketing programmes? How relevant are they? Do they map your business’s current priorities? If you don’t know, try asking!

2. What needs to be up-rooted and binned? How many programmes are you currently offering that are doing more harm than good?  How many are putting staff off from trying new ideas? How many have been driven purely by the technology and not by the need (be honest now!)

3. What needs to be tidied up or moved to a different position? – are your programmes too long, too short, too fussy, too old? Should they be more integrated with your face to face offering or reengineered for a new season?

Step 2 - Prepare

4. Understand the microclimate - gardeners understand when the last frosts are due, what the PH of their soil is so that they can plan the timing of their next step. Many organisations are facing change at the moment and uncertainty slows growth but looking at the wider business issues can help us to plan. Is there a merger going on that in the future will create an opportunity for new uses of technology for learning and sharing? Is the L&D department currently being restructured? – will the new department need to take a fresh look at the way they use technology in learning? if yes, then what can we do now to use these circumstances to get ready for the future?

5. Take an Inventory. Avid gardeners pouring over catalogues as spring approaches, but they also conduct an inventory to understand what they need to order moving forward. Why not take a fresh look at what technologies are already in use in the business or are available for free that you can start to harness and build into your plans.  If someone else has already made the case for online meetings or the use of social media then find out about it and piggy back on their success.  Taking a media inventory will help stretch your budget and save time in the long run.

6. Sharpen Your Tools. Blunt tools can be dangerous to both the plants and the gardener. In the same way, when it comes to using learning technologies, blunt skills of learning and development professionals can potentially poison learners and seriously damage the reputation of a new initiative. 3 out of 5 organisations say that L&D skills are a barrier that restricting the growth of e-learning in organisations, now is the time to take action and build your own skills.

7. Pruning and reshaping. In preparing the garden for e-learning success, we need to know what to prune back. Are some programmes taking up too much time or too many resources for the position that they are in? Sometimes it is useful to restructure a programme to bring it back to life. On other occasions, it might be helpful to cut out elements of existing programmes completely if they are no longer necessary or costly to maintain.

8. Preparing the soil. In business, good soil comes from our stakeholder engagement strategy, the more we develop relationships with our stakeholders, understanding and responding to needs,  the more likely our programmes are to take root and produce fruit. Gardeners find that hard frosts make it almost impossible to dig at the time but once the sun starts to come out, the frost has actually broken up the ground, making it much easier to prepare for planting.   If organisational changes have frozen your relationships with stakeholders, keep an eye out for signs of upturn or fresh opportunities within the business. As you emerge from times of austerity, keep an eye out for fresh ways of re-engaging with stakeholders , you may find that they receive new ideas with fresh enthusiasm.

Step 3 – Start planting

10. Start Your Seeds. Don’t forget to use pilots to help you plant new ideas. Piloting a new programme with a few users in a sheltered spot helps you adapt it and nuture it so that it is fit for transplanting into  your whole organisation. Only 40% of organisations complete and report on pilot projects when it comes to e-learning but those that do consistently report better results.

The spring time challenge for all of us is to not just to admiring the colour in everyone else’s garden but to do some spring cleaning in our own so that we can start to prepare the ground for great results this year.

Why not visit in the Towards Maturity Benchmark Centre to find out how your current implementation programme compares with your peers. It will help you kick start your spring clean - find out more here.

Delivering results with learning technologies – getting there faster and smarter

The first joint Towards Maturity in association with the British Institute for Learning and Development (the BILD)- Delivering results with learning technologies – getting there faster and smarter was held on the 12th of April and led by Laura Overton. 

This interactive session drew on research with over 1200 organisations and practical case studies to investigate how to avoid costly mistakes that lead to obscurity and fast track your way to success. Delegates were provided with specific resources to help:

• Increase buy in for new learning approaches
• Market effectively to learners and managers

It was fitting that the event which helped participants aim high in delivering results, was hosted by WSP  who are  a global design engineering and management consultancy company behind the creation of iconic structures such as The Shard, London, World Trade Centre, New York and the Zayed Museum, Abu Dhabi!

Here we provide a quick overview for those unable to attend on the day!

What implementation practices influence results?

The highly interactive session drew on Towards Maturity’s extensive longitudinal research.   Towards Maturity have identified 6 workstreams of implementation practices that really make a difference. Compared with the bottom quartile, those organisations in the top quartile of these practices are achieving:

• Twice the audience take-up
• 33% additional cost savings
• 50% more savings in study time
• 6 times decrease in time to proven competency

Each of the 6 workstreams involve engaging key stakeholders, however research has shown that many organisations struggle to get buy in and as a consequence fail to deliver the results they are looking for.

This seminar specifically provided an interactive process to help delegates conduct a stakeholder mapping exercise to increase effectiveness and engagement.

The exercises throughout the day usedinduction/onboarding programme as an example but could be applied for any new initiative. The session focussed on marketing and communication rather than design which is also a critical component for success.

Here are just a few of the steps in the stakeholder mapping process:

Clarify opportunities and potential objections

Understand the barriers and opportunities relevant to your organisation - knowing what you want to achieve and the obstacles you are up against is important for success. The table discussions provided some really interesting feedback; what were regarded as opportunities could, in a slightly different context, also be seen as barriers.  For example, taking a ‘Martini’ approach of anytime anywhere learning, could be seen by some members of staff as being a negative experience; as rather than being given time off to undertake learning, people were expected to learn in their own time.  Whilst social media and informal approaches open up lots of new routes to learning, they can also give rise to their own challenges.  Social media channels are often blocked by the organisation and senior management don’t always trust informal learning as a reliable as by its very nature it’s not easy to control.

Identifying key stakeholders that will influences success

Influential stakeholders will help organisations realise the benefits and also overcome the barriers. The group identified a number of stakeholders who would influence the success of induction programmes include including the HR function, Finance Managers, the SMT, the Learners, Line Managers, IT staff. All of these would have an interest in the learning programme but all would be looking for different results. 

Wanting different outcomes was not the only difference between stakeholders, each stakeholder also held a slightly different position in terms of power and influence within the organisation as well as interest in learning process. Therefore, although carrying out a stakeholder mapping exercise is a key step to successful engagement; it’s only the first step.

Understanding stakeholder motivation

A one size fits all engagement strategy would definitely not fit all. Groups were asked to put themselves into the shoes of the different stakeholders to identify, in terms organisation or individual performance levels, what would be keeping them awake at night?  We quickly came to the conclusion that it was not going to be training or technologies. For example:

• Learners are most likely to be concerned about how can I get noticed quickly in my new organisation, how can I settle in and be more confident
• Managers are most likely to be concerned about their Key Performance indicators e.g. profit and loss, turnover, targets, career progression, service levels, quality targets, sales etc. A key message was that these will vary from business to business – find out yours!

Clarifying stakeholder communication  - the 'What’s In It for Me'?

Looking at opportunities and barriers from the perspective of different groups of stakeholders allowed delegates to develop a short ‘elevator pitch’ that was targeted, succinct and far more likely to lead to successful engagement.

Does your current messaging resonate with your audience?

Delegates were encouraged to review current communications messaging in line with the new messages developed that are directly aligned to stakeholder motivation – this simple exercise identified a number of gaps that could be closed. 

Key learning points:

• dentify the opportunities and barriers that learning technologies can offer our organisation? – don’t be surprised if some things fit into both categories, it’s all a matter of perspective.
• Know and understand your stakeholders, what power/influence do they have within the organisation? Are the stakeholders interested in the learning outcomes and if they are, what is their interest? What is keeping your stakeholders awake at night - what are their needs?
• Map the opportunities and benefits that the learning programme will bring against stakeholder requirements - Identify the WIFM that is significant to them and communicate it to them in language they will understand.

Full resources from the day including examples, case studies, templates and exercises are available for free for premium users of the Towards Maturity Benchmark Centre.

About the Towards Maturity Benchmark Centre

The Towards Maturity online benchmark centre applies everything we know about good practice to provide organisations with personal practical time saving advice. It takes you through a 3 step continuous improvement process to build unique snapshot of your organisation that helps you take the best action to delivers business benefits.

Basic users will receive the following for free:

• A standard report outlining:
• Your performance indicators across the 6 workstreams and where you compare with the top quartile performers and the average of the group.
• Your own Towards Maturity Index* (TMI) - a snapshot assessment of your current level of implementation maturity to compare against top quartile organisations and the average.
• Feedback on where you stand on each of the 6 Towards Maturity workstreams compared with others

If you want to receive personal practical time saving advice including all the resources that were distributed prior to and following the workshop, we recommend that you register as a Premium User.  In addition to the basic service you will also receive:

• A detailed implementation report providing you with feedback against 19 specific activity areas within the model to help you fine tune your action plan.
• Tailored recommendations on actions to take for each activity area to help accelerate performance together with targeted resources to help you get there.
• An action planner to help you outline objectives and gather resources together to improve in each activity area.
• Detailed templates ,hints and tips and how to guides to support action.
• The opportunity to download your action planner to help support your internal planning
• The opportunity to retake the benchmark and compare results up to 6 times in a year to help monitor progress.

To register login here.  For a limited time we are offering an introductory discount to this new service.  If you would like more details, we would love to hear from you on elearning@towardsmaturity.org
 

Marketing departments have very similar challenges to the learning and development function in business – both are looking to improve the way that they connect with consumers (or learners), drive leads (engagement) and influence behaviour.

Marketers are increasingly looking to social media to help with the challenge. The Chartered Institute of Marketing highlight that 17% of participants in their most recent Marketing Trends Survey say that their spend on online marketing is greater than their spend in offline marketing. Recent research with 100+ marketers flagged that 96% are now using social media in their digital marketing mix with 3 in 5 having a presence on facebook and LinkedIn(Digital Disciplines Report Feb 2011).

Many within L&D are looking to follow this lead (the latest TM Benchmark highlights that over 70% plan to use social media in our learning mix over the next 12 months) but very few are currently doing so (with fewer than 20% using facebook and LinkedIn).  Given that the marketing department are ahead in adoption, what top tips can L&D learn from our marketing colleague’s successes and mistakes? Here are just a few ideas that we have picked up from a number of great marketing blogs and reports*:

1. Master the art of conversation

Marketers have found out the hard way that social media is not just about broadcasting your company’s products and news; it is best used to engage consumers in conversations that are of interest to them.  Consumers are more interested in the brand and there is an added bonus that marketers can use conversations to help to build understanding of client’s needs which in turn results in building better products.

Lessons for L&D – don’t use social media to shout about your existing learning services but about engaging in new types of conversations between staff so that knowledge and understanding is shared and acted upon.

2. Insight - Understand your consumers (learners)

Many marketers have created great new sites with lots of cool gadgets to promote conversations with their audience without really knowing what their consumers actually think or what their information needs are.  First Direct Bank understood this in their marketing campaign to win back consumer confidence following the banking crisis. They already had insight into their customers and knew that their customers appreciated the small things that the bank did for them. This insight then helped their marketing agency come up with the idea to film reactions of their customers to the bank just doing nice things like giving out chocolates and flowers and then publish live feeds on the bank’s site. The programme got national coverage and resulted in over 1, 600, 0000 hits on the site thanks to a little bit of insight.

Lessons for L&D - This concept works in learning as well for example BT found out what staff were doing naturally in order to design their Dare2 Share platform plus they monitored what learning conversations were taking place in the business via the platform to identify new learning needs that weren’t currently being met.

3. Find out where the conversations are happening & go there.

The CIM report flagged up a very useful point about meeting consumers where they are most comfortable. They outline that consumers tend to stick in a few online ‘villages’ (e.g. Facebook, Yahoo, LinkedIn, Skype, Twitter) where they trust the brand and are confident in the content that they receive their rather than roam around. Marketers are advised to set up a presence in their customer’s village where they are comfortable rather than to try and drive them to another unfamiliar site. When GSK, the brand behind Ribena wanted to reach the mums to engage them with the product, they worked in partnership with Mumsnet as well as using channels like You-Tube to get their message across. (Check out their story)

Lessons for L&D – do we actually know what online ‘villages’ our staff are comfortable in? are we meeting them there or creating new sites that contribute to information overload?

4. Sharing great content is at the heart of engagement

Continually sharing and giving great content that is useful or informative is at the heart of good marketing engagement. The Content Marketing Institute advocate that content developers need to be generous with content – it has to be useful, has to be relevant, has to keep the consumer wanting more.

Lessons for L&D - are we looking to be generous in our sharing via social media? Busy staff need practical ideas to help them in their job - hints and tips, job aids, new approaches, case studies, toolkits. Social media really kicks in when the learner is where they belong – in the heart of their workplace.

5. Creating consumer stars

Going back to the Ribena project, 12 families were invited to spend the day on a blackcurrant farm in the UK and 4 different stories were created where mums were at the heart of exploring the brand (the britishiness of the product, the goodness of the product etc) and these were then shared via a range of social media platform.  When the consumers became stars of the content, it increased loyalty and created more advocates.

Lessons for L&D – if we want to exploit the opportunities that social media has to offer to change behaviour, how can we make learners the stars of the content, converting them from reluctant recipients of learning to passionate advocates for sharing? Better still how can we help them create their own content to share ideas and good practices with others?

6. Prompting useful conversations

Both the First Direct Bank and Ribena programmes used consumer centric content to stimulate conversations in online places which in turn led to increased awareness and behaviour change. They weren’t afraid to share and this sharing got the campaigns noticed

Lessons for L&D – we create a lot of content within our profession but, at the very basic level, do we use social media to allow staff to have conversations around what we create, or for that matter, what they create? For example can staff discuss how they are using content back in the workplace, what they think about it, what they would change?  Are we enabling broader conversations with experts in the business?

7. Aligning to business strategy but master the tools

Pete Caputa ,blogging on Hubspot, flags the importance of aligning the use of social tools to business objectives but insists that marketers need to also master those tools if they are going to be effective.

Lessons for L&D – how do we build confidence in new tools? If you haven’t already done so check out how Cheshire ICT Services built skills within their team plus Jane Hart’s Handbook on social learning tools.

I have been intrigued for years about the lessons that marketing and learning and development can explore with each other. The social media agenda has provided even more overlap. Struggling with the same challenges, they may prove to be a useful ally for organisations looking to embrace social learning more fully.

*If you are interested in more marketing perspectives, here are some useful sites & reports:

• What hasn’t happened yet – the shape of things to come (Chartered Institute of Marketing report)
• Digital Disciplines Report by Rocket
• Content Management Institute -
• Utalkmarketing.com

LONDON, 7 February  2011: The internationally recognised benchmarking practice Towards Maturity has launched its online Benchmark Centre at http://mybenchmark.towardsmaturity.org for learning and development professionals who need to accelerate their organisations’ performance through effective use of learning technology.

Building on the success of its ongoing Benchmark Study, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over the last 8 years, this new dynamic, web-based resource supports continuous improvement within the L&D workflow. Organisations are able to review their current processes, compare with established good practices and use expert resources to develop and refine action plans via 24x7 access. The site was officially launched in front of 130 L&D professionals at this year’s Learning Technologies Exhibition and Conference (26-27 January 2011).

Use of the Benchmark Centre is free, with a reasonably priced annual subscription giving access to richer functionality via premium membership to save time and deliver ongoing benefits , including templates, expert guides, action planning tools and 6 personalised feedback reports per year to help track progress.

A pilot group of more than 400 organisations who contributed to the 2010 benchmark survey have already received personalised reports which enable them to compare their own progress against the benchmark. With the launching of the new Benchmarking Centre they and new users of the site are now able, having identified areas of priority focus for improvement, to build a tailored action plan with dates and times, which can export to Microsoft Outlook. Going forward they are then able to monitor and quantify the results of their actions. In addition, the system provides personalised support, tips, resources, and areas to think about.

Extensive user testing within the pilot group has helped steer development, and initial user feedback has been highly positive. Fae Longman, responsible for IT training at CMS Cameron McKenna LLP said ‘I really welcome the new Towards Maturity Benchmark centre – it is intuitive, easy to use and packed full of useful resources. But it  differs from other online sites as the centre helps you act on your benchmark results by providing recommendations for next steps and an action planning area that keeps you on track’
 
Towards Maturity’s Managing Director, Laura Overton, who recently featured at number four in the list of the UK’s top ‘E-Learning Movers and Shakers’, said ‘We are finding that more organisations than ever are looking at learning technologies to help deliver responsive solutions to pressing skills and performance issues. Now more than ever, we need to build on established good practice to achieve our goals faster and smarter. We know from the wealth of positive feedback we have received about our work to date that many organisations are already deriving a great deal of value from our benchmarking research – and now we have a tool that places benchmarking within the heart of planning workflow, where it can become a strategic and practical resource for L&D.’

The Towards Maturity Benchmark Centre was developed by the Red E Toolkit team, a partnership between Schemeta and Gooii.

Note to Editors

About Towards Maturity
Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over 8 years. Benchmark findings, case studies and resources are available to download for free on the website.
http://www.towardsmaturity.org/
The Towards Maturity Benchmark Centre <http://mybenchmark.towardsmaturity.org>
2010 Towards Maturity Benchmark Survey<http://www.towardsmaturity.org/2010benchmark>
Follow Towards Maturity on Twitter <http://www.twitter.com/towardsmaturity>

The Towards Maturity Ambassador Programme
Effective implementation practices are constantly evolving. To keep up to date, 2011 Towards Maturity Benchmark Research is being supported by industry Ambassadors who share a passion for ensuring that independent advice is freely available to all.
The Ambassador Programme was launched in November 2010:

• Founding Ambassadors:
o Brightwave
o Epic
o GlobalEnglish
o LINE Communications
o LMMatters
o Plateau Systems
o Redtray
o The Charity Learning Consortium
• Ambassadors:
o CERTPOINT Systems
o Element K
o Fusion-Universal
o Toolwire

The Towards Maturity Ambassador Programme  - http://www.towardsmaturity.org/ambassadors

Press contact:
Laura Overton
laura@towardsmaturity.org      

Despite indications that the economy is slowly recovering, the pressure to add value, justify cost and deliver results for L&D teams appears to be increasing on a daily basis.  When we don’t have the luxury of time to make and learn from our mistakes, all help is welcome if we are to work faster and smarter in 2011! For me, the Learning Technologies event at Olympia certainly provides a great opportunity to learn from others as  it concentrates a wealth of experiences - 200 exhibitors, 400 delegates and over 40 speakers -into just 2 days.

My time was spread equally between the conference and the exhibition floors but the energy and enthusiasm across the whole event was impressive. With so much going on, it is easy to feel that you are missing something – after all , you can’t be in more than one place at one time (despite being surrounded by technology). However, I have to admit that I have been thoroughly enthralled by the back channel* and commentary surrounding the event   which has helped me to reflect on lessons learned from the 2 days.

Here are just of the few of the lessons that I picked up – many of which our research has already highlighted  really make a difference to engagement, efficiency and business performance:

Lesson 1 A critical perspective on delivering more for less:

Roger Schanks set the scene for the 2 days, talking about how the corporate training world must change. Getting it right involves shifting our focus from the technology and tuning into how the mind  works so that we can create more meaningful and engaging interactions – a theme that was picked up regularly throughout the conference (Clark Quinn’s mind map of Roger’s talk is great if you missed it) .  Many speakers considered how to improve learner experience by using social media to connect staff with each other and experts, using immersive environments that mimicking the workplace, allowing staff to learn from mistakes rather than suffer consequences, to open up conversations that inspire. A number of speakers (including Cathy Moore who provides a very useful post conference check list) explored how these approaches can be embedded into instructional design to create programmes that are effective and memorable.

Building programmes based on the learner, not the technology, means that delivering more for less starts to take on a new meaning. It should no longer be about reaching more people with more dull uninspired e-learning courses for less money. Instead technology is opening doors to deliver more quality, more experience and more effectiveness (with less boredom and frustration!)

Lesson 2 Getting started with social learning tools - just do it!

There were many great inputs from many social media and web 2.0 (or is it Web x.o now?!) looking at the potential that new media have for opening new conversations and creating meaningful and authentic interaction. However, Craig Taylor's practical session based on his personal journey over the last 12 months probably was the most memorable of all (and certainly generated the most backchat). His exhortation to non technical L&D professionals was to just do it - be prepared to do a bit of research to actually do something which what you have found out and be prepared to fail!

Lesson 3 Strategies for engaging learners

In addition to reviewing instructional design approaches (tip 1) both Johanna Sadoudi, Director - Learning Development L’Oréal and Justin Dunn  - Head of Learning at Royal Sun alliance illustrated how they took a strategic decision to link technology enabled learning with job roles and competencies highlighted. This approach was embedded in Justin Dunn's vision statement for their work 'Our goal is to keep you moving by giving greater access to learning and development for everyone at RSA, giving you the opportunity to build the skills and knowledge you need for your role today, but also for your next role...wherever you are in the world.” 

Carlos Gonzales Alonso, responsible for a major international rollout at Spanish bank Caja Madrid demonstrated the importance of developing a  full understanding of who his learners were, their demographics, their motivation, their expectation, , what motivated them up front in the implementation process in order to create dynamic learning programmes to engage staff.

All of these organisations provided examples of their in depth marketing and promotional programmes but these in turn were only successful because of the extensive pre-work that had been invested up front.

Lesson 4 Building the right business plan to engage the right stakeholders

Engaging the right sponsors however is dependent on creating a kick ass business plan that focused on value propositions that are critical for the sponsor rather than for you. Justin Dunn emphasised the importance of investing time in building the right business case because most stakeholders don’t get it. For organisations faced with a negative IT department (the Innovation Prevention Department!)  Craig Taylor exhorted delegates to look for sponsors within the business who are more influential than you to do battle on your behalf.

Sarah Parr at public sector organisation Liverpool Direct picked up on the importance of keeping the plan flexible ,letting the model of learning delivery evolve rather than setting it in stone (ensuring that it continues to flex to changing business needs).

One word of warning

Following the event there has been much discussion about the main conference presenting the future thinking and the exhibition floor presenting ‘the same old same old’ ( see Steve Wheelers blog post and Karyn Romeis post conference review). I dont necessarily agree. From where I was standing, many of the same themes were presented on both floors (although perhaps somewhat diluted on lower floors). The Brightwave debate that I was involved in downstairs certainly showed that the audiences downstairs picked up on the issues of using technology to support business - the movement from content to conversations, the importance of business engagement and the changes facing L&D in the future.

But the issue is that despite the inspiration and opportunity outlined at the event, the majority of organisations are responding to increased pressure by just doing even more of what they have always done rather than acting on what we know will make a difference! (David Wilson was almost booed off the twitter stage by pointing this out!)

We know from our own research we have identified that many of the inspirational ideas for action presented at LT2011 really do work – we’ve evidence that putting this stuff into practice delivers results! But we also know that not enough of us are turning great ideas into actions.
For example out of 400 private, public and not for profit organisations who took part in our research:

• only 22% support career goals and aspirations with learning technology
• only 26% blend their use of technologies (from social media for collaboration to content for delivery)
• only 38% say their L&D teams are confident in the use of new media
• only 37% agree that their vision is endorsed by business leaders.

I could go on!

Many of our benchmark participants were at LT 2011 (both upstairs and downstairs). Intuitively all organisations agree with the inspirational ideas presented but the issue is that only some organisations actually them turn them into action, many more of us are comfortable with sticking to what we know and are familiar with. (No wonder that many of the vendors struggle to break out into new territory).

Time for action

Now is not the time for petty squabbling on who has the monopoly on great practices. We have so much knowledge about what deliver results at our fingertips but there is a danger that our knowledge will  just gather dust unless we do something with it. For our contribution to LT 2011, we conducted 2 seminars withover 130 people looking at 3 simple steps to improve results in 2011. Those steps were first review what you are currently doing, then compare with others who are actually making progress then act  on what you have found out.

This is at the centre of getting real value from the LT2011 experience, it is the essence of benchmarking and it is at the heart of delivering results faster and smarter in 2011.

*Dave Kelly has provided a great summary of all the back channel links to the show (#LT11UK) at http://misadventuresinlearning.blogspot.com/2011/01/learning-technologies-backchannel.html.

Find out about the Towards Maturity Benchmark Centre launched at Learning Technologies 2011 here

Here are some of the key points from a seminar that we first delivered  at Learning Technologies 2011 to over 130 people looking at  at 3 simple steps to delivering results with learning technologies.  We hope you will find useful in your journey with learning technologies.  The session draws on the findings of the  2010-11 Towards Maturity Benchmark.

The promise of learning technologies

For many organisations the promise of technology in learning is incredibly powerful. They are looking for technology to help them:

• be more responsive to business challenges
• get staff up and running and changing direction faster than ever before
• extend the reach of their learning offering
• Whilst saving time and money and without compromising quality!

But once organisationshave embarked on a journey with learning technologies the path to achieving the required results isn’t always clear. Many find themselves stuck often overwhelmed by choices and options & regularly unable to engage the staff in their business.

Yet some are more successful than others. So what can we learn from them?

Over the years, 1200 benchmark participants over 8 years have helped us to identify 6 workstreams of learning technology implementation practices that consistently correlate to improved benefits– take up, efficiency and ultimately business performance. The 6 workstreams are divided into 19 activity areas which in turn are made up of over 90 individual actions and behaviours that all influence success. These actions at the heart of the Towards Maturity Model.

The new TM Index is a single benchmark of implementation maturity across the 6 workstreams.  We found that, compared with organisations in the bottom quartile of the TM Index, the organisations in the top quartile are reporting :

• 2x audience take up
• 33% additional cost saving
• 50% additional saving in study time
• 6x decrease in time to proven competency
• 6x  more likely to report increased productivity
• 3 x as likely to report improved customer satisfaction

(see chapter 3 and 4 of the 2010-11 benchmark study for more information on the TM Index).

3 simple steps to improve results

We found that as the TM Index increases, the reported results also increase. So here are  3 simple steps to help improve your TM Index (and your results):

• REVIEW  - look at the 90 different implementation areas and consider those where you are stronger and weaker 
• COMPARE – first compare your responses with others to identify priority action areas and then take a closer look at how others have addressed these areas
• ACT - Take action based on what you find!

These 3 steps are the essence of benchmarking. Benchmarking is used by business to help develop an action plan to increase performance. It is often seen  as a continuous process in which organisations continually seek to improve their practices.

Lets take a look at these 3 simple steps in action for you:

Review

Consider the following statements ( all of which correlate to business results)

On a scale of 1 to 9 , how true are these statements for you? (1 being not true, 9 being very true)

1. We know what learning technologies can do for us
2. Our e-learning supports the skills the business needs
3. We encourage learners to share experiences and solve problems together using social media
4. Our face to face courses actively build on knowledge gained through e-learning
5. Learners have access to job aids
6. Our top managers are seen to use e-learning
7. We measure business metrics when evaluating effectiveness

Compare

Download the PDF below to understand how widespread these activities are and how  your answers compare with over 400 of your peers.  In the download, we have also provided you with some feedback and links to example case studies or resources to help you benchmark further. The compare process also llustrates how you could address some of the areas in your action plan.

Act

As a result of this review and compare exercise, what action do you now plan to take? We’ve found that many of the activity areas are common sense but not necessarily common practice.

Get started today - complete your full review for free

This exercise is just a quick example of how benchmarking works. Our first recommended action would be to complete a full review of your implementation against the 90 different areas in the new Towards Maturity Benchmark Centre.

You can find out for free what your TM index is and which of the 6 workstreams are strongest and weakest for you. It will cost you about 40 minutes of your time but may save months in the long term.

70% of organisations who complete the review alone have found that the process provided  them with new ideas to try out.

You can also use the benchmark centre to provide a focus for continual improvement – premium users can receive detailed feedback, have access to resources and keep track of their action plans.

As this is a continually changing industry, Towards Maturity commit to maintaining the benchmark and recalibrating the results on an annual basis, working with our ambassadors and industry supporters to ensure that it continually reflects ongoing good practices that influence results. We also continually update the resources and case studies within the centre so do let us know what you think and what you would like to see there.

Find out more

Get started in the TM Benchmark Centre at www.towardsmaturity.org/mybenchmark

Find out more about the TM Benchmark Centre here

Download the slides from the presentation and further information and resources on the 7 activity areas covered in this article from the links below.

You don't have to be logged in to download these resources, but if you enjoyed the seminar or have found this useful, please tweet your recommendations!

Maintaining and build the skills of key customer-facing staff is critical in achieving this and the sector is looking beyond the classroom to new learning models to address these skills more efficiently and effectively.

This study builds on the Towards Maturity Benchmark but specifically looks to investigate how learning technologies are being leveraged in the sector and the impact that they are having on business performance and will result in an independant industry benchmark to support ongoing innovation in the automotive sector.

Who should take part?

This is aimed at all of those responsible for delivering skills and product training across the distribution chain within the European automotive sector.

Specifically we will be investigating:

• How technologies are currently being used to support sales, marketing and technical staff across the network
• Barriers
• Improving engagement
• Future plans and expectations

Click here to take part on line or contact us if you would like further information

Whilst many companies have started to use learning technologies, not all have achieved the benefits that they have expected. We invite you to take part in a completely confidential benchmarking study to look at how the automotive industry can share and build on good practices to accelerate their performance through learning innovation. The aim of this research is to help all participants and the industry as a whole to improve the impact of learning technologies in the workplace.

This in-depth study been sponsored by Toyota Europe and all participants will receive a copy of the final sector benchmark report and a short individual comparison summary to support their own journey with learning technologies.

All responses are treated completely confidentially.

You may complete the study online - click here to take part. If you would prefer us to contact you by phone then please contact us directly at elearning@towardsmaturity.org

Towards Maturity create a ‘Treasure Trail’ for Learning Technologies – featuring four new Ambassadors

LONDON, 24 January 2011: The internationally recognised benchmarking practice Towards Maturity will be running a ‘Treasure Trail’ at this year’s Learning Technologies Exhibition and Conference (26-27 January, Olympia 2, London). Visitors to the exhibition who wish to participate can pick up a map at the Towards Maturity-hosted coffee area (C25) or download it online here. The Trail plots a route around the exhibition floor, stopping at stands of ‘Ambassador’ companies affiliated to Towards Maturity, each of whom will provide a piece of ‘treasure’ in the form of a practical resource or guide to support L&D professionals on their journey with learning technologies.

Ambassadors, whose numbers have recently been swollen by the addition of four new companies, are learning providers who share common vision and values of working together to identify and share good practice ideas and support Towards Maturity’s internationally recognized benchmarking study;. The new ambassadors are Element K, Toolwire, Fusion Universal and CERTPOINT Systems. The Ambassador Programme has received enthusiastic support from the learning technologies community since its introduction before Christmas.

Maria van Vlodrop, General Manager, CERTPOINT Systems Europe, said: ‘CERTPOINT is proud to play a role in helping raise the awareness of companies that are successfully using learning technology to improve their business results. We encourage our customers to benchmark with other companies with the view to learn how to further improve their own performance. As such, having access to independent benchmarking studies from “Towards Maturity” will further contribute to collective good practice and further drive our industry forward’.

John Valencia, President and CEO of Toolwire, said: ‘We are delighted to be associated with Towards Maturity. Toolwire has an immersive ‘learning by doing’ approach to develop productive skilled people and we believe that having a research organization dedicated to identifying great practices that align with proven outcomes will surely accelerate the innovation and adoption of new learning technologies in the marketplace’

Managing Director Laura Overton, who this month featured at number four in the list of the UK’s top ‘E-Learning Movers and Shakers’, said ‘It is really heartening for our industry that we have had such an enthusiastic response to our Ambassador Programme. Our Ambassadors represent all aspects of the rich industry that we represent and I welcome our new members. We’ve also been impressed by all of our Ambassador’s readiness to share quality resources through the Treasure Trail at Learning Technologies 2011. Learning professionals who follow the Trail will receive an absolute wealth of support to help them in their journey towards maturity in the use of innovative learning. Those on the trail can pick up free help on setting strategy for e-learning and mobile learning plus ideas for engaging learners, improving instructional design and harnessing informal learning to support talent management.’

Laura Overton will be delivering two free floor seminars over the two days of the event giving three simple steps to accelerate business performance with learning technologies. She will also participate as a panellist in the Brightwave-hosted debate, ‘A road map to 2020 - how can learning technologies support fast-changing business practice’ (details of all seminars below). In addition, staff and associates of Towards Maturity will be available to answer queries and discuss individual issues and problems in the Towards Maturity-hosted coffee area on the exhibition floor (C25), throughout the two days of the event.

Note to Editors

About Towards Maturity

Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1,200 organisations and 3,000 learners over 8 years. Benchmark findings, case studies and resources are available to download for free on the website.
http://www.towardsmaturity.org/
2010-11 Towards Maturity Benchmark Survey <http://www.towardsmaturity.org/2010benchmark>
Follow Towards Maturity on Twitter <http://www.twitter.com/towardsmaturity>

The Towards Maturity Ambassador Programme

Effective implementation practices are constantly evolving. To keep up to date, 2011 Towards Maturity Benchmark Research is being supported by industry Ambassadors who share a passion for ensuring that independent advice is freely available to all.

The Ambassador Programme was launched in November 2010. Founding ambassadors are:
• Brightwave
• Epic
• GlobalEnglish
• LINE Communications
• LMMatters
• Plateau Systems
• Redtray
• The Charity Learning Consortium

The Towards Maturity Ambassador Programme  - http://www.towardsmaturity.org/ambassadors

TOWARDS MATURITY SPEAKER SESSION DETAILS AT LT 2011

Seminar sessions:

Three simple steps to accelerate business performance with learning technologies
Wednesday 26th January 2011 15:45 - 16:15 Theatre 9 (ground floor)
Thursday 26th January 2011 13:15 - 13:45 Theatre 1 (first floor)

Conference sessions:

Learning Implementation
Speakers: Joanna Sadoudi Director of Learning and Development at L’Oreal; Justin Dunn, Head of Learning at RSA Group
Track 3, Session 4, Thursday 27 January
Real learning strategies
Speakers: Carlos Gonzales Alonso – Director of Training at Caja Madrid; Sarah Parr, Head of L&D at Liverpool Direct
Track 3, Session 5, Thursday 27 January

Press contact:
Laura Overton
email: laura@towardsmaturity.org

The Towards Maturity Benchmark survey has been gathering 1200 organisation's experiences over the last 8 years we've been able to isolate some implementation practices that really deliver results(download the report here if you have not seen it yet) but effective practice constantly evolves.

To keep up to date, the benchmark research in 2011 will be made possible by industry Ambassadors and Supporters who share our passion for ensuring that independent advice is freely available to anyone who wants it!

Many will be at Learning Technologies 2011 and have practical resources of their own to share with you to help you accelerate performance through learning innovation – the treasure is here for the taking, and we have created a treasure trail through the show to help you find out ambassadors and supporters and pick up treasure that you can take back to support you on your journey with learning technologies.

visit us on C25 to pick up your map on the day or download the map to  help you find

• Treasure to help you set your strategy for 2011 (including ideas for not for profit organisations)
• Treasure to help you set your mobile strategy, taking full advantage of Mobile Apps 
• Treasure to help you engage learners and connect with GenY
• Treasure to help you improve instuctional design (including storytelling and experiential learning)
• Treasure to help you embrace social media and harness informal learning to support talent management
• Treasure to help your own CPD including great discounts on events and workshops, opportunities to connect to peers,  resources to help you be more efficient with MS Office or to master the virtual classroom

All our ambassadors share our values around sharing good ideas so do take time at LT to seek us all out to discover hidden treasures to help you!

Just look out for this sign to find those who are participating in the treasure trail -

You can visit Learning Technologies at London Olympia for free - details on registration can be found at www.learningtechnologies.co.uk

If you bring a copy of this artcle with you to LT (or print your own treasure map from this link  , you can swap it for a free coffee voucher on our stand C25.

In December, I took part in Business Educa, as part of the 16th Online Educa Berlin event. This year over 2000 people from 108 countries gathered to both look back at progress made in the field of learning technologies and to look forward at the opportunities ahead.  The opening keynotes touched on the fact that perhaps we have not made as much progress as we thought. Whilst the world around us is rapidly changing – from the way we shop, bank and connect globally to the way we interact with government, learning hasn’t necessarily followed the trend and often we have ended up automating our existing systems rather than transforming learning.

Adrian Sannier, Vice President of Product at Pearson eCollege, outlined that to date, we have been pushing technology into an existing education system and it just hasn’t been accepted in the ways that everyone thought. He challenged that if technology has the ability to help us do new things in extraordinary ways, we have to provide the opportunity rather than constrain technology by applying it to existing systems.

This isn’t just a challenge for education institutions. Our own research published last month highlighted that even in business, where we are less constrained by traditional learning conventions, we are not taking full advantage of these new opportunities. In fact over the last 18 months, whilst there has been a flood of interest in the use of technology in business learning, most of that enthusiasm has been directed into converting classroom courses into standalone e-learning programmes (the staple diet of 10 years ago) rather than transforming learning and performance support to really influence & support business change.

Why is this? At OEB, Charles Leadbetter outlined that our vantage point determines what we see – if we how  technology can  improve systems we end up just improving existing systems. If we ask how we can transform learning completely, we start from a completely different vantage point that will encourage transformation.

Business Educa  was new this year in Berlin and addressed the issue that senior business managers don’t want learning they want results. The conference explored the ways that those results can be achieved through collaborative intelligence and learning. And many examples were shared of how organisations had changed their own perspectives in order to use technology to deliver learning in new ways to improve results. A number of important vantage points stood out for me:

The collaboration vantage point

The opening sessions flagged the importance of team sport working collectively rather than individually to get things done and several Business Educa sessions provided inspiration on how this can be achieved. At an organisational level, Clark Quinn highlighted a great example of collaboration across the workforce with an engineering firm that asked new engineers to get involved in blogging and then the experiences older engineers to ‘correct’ the work of younger colleagues. This allowed sharing of experiences across the workforce whilst addressing different generation’s view of using technology. Collaborations also pays dividends across organisations and Martin Baker from the Charity Learning Consortium illustrated the power of team working to achieve more than working alone.

The customer vantage point

Joe Pokropski, is the Thomson Reuters’ first official Knowledge Network Ambassador and he outlined how their client learning services were transformed by looking at their provision from their customer’s perspective. Instead of looking at how many customers could be trained, their vision became ‘we have to imaging a way to help our customers use what they buy in order to be able to do what they want’ . This changed perspective opened up new ways of learning that also saved the company millions of dollars.

This also works when designing learning at an individual project level, Claudia Punstein from Canudo in Germany highlighted that putting yourself in your target’s audience shoes actually is more important than the technology or the design concepts and shared some really practical ideas to help do this.

The culture vantage point

Our own research has really highlighted the critical role of management and organisational culture in implementing new ways of learning but it was highlighted time and time again across the Business Educa programme, those organisations who consider and adapt to culture are able to implement change more effectively . Svetlana Omeltchenko from  British American Tobacco, shared her story about how they reviewed their traditional approach to learning and e-learning by building a system to connect content and conversations, creating a stream of knowledge for marketing professionals around the globe that connected to the real way that they do business. Josh Bersin highlighted that cultural issues that influence success are primarily driven by management not Learning and Development which creates another opportunity to look at learning innovation from a different viewpoint.

My personal observation is that over the last 10 years, we’ve occasionally glanced up to notice a different viewpoint but generally, we have been driven to use technology to improve what we’ve always done. Talal Abu-Ghazaleh, the chairman for the United Nations Global Alliance for ICT and Development (GAID), challenged the delegates at OEB that we need new eyes to see a new future . As we move into the next decade, it is critical that we use those new eyes to consider what we do from a different vantage point if we are to realise the full potential of learning technologies at work.

In addition to the exhibition over 2 floors, there are over 200 seminars to attend and a treasure trove of ideas to be had all for free

We've taken a look at the free seminars and have found 22 that have caught our eye (in addition to our own of course!) giving 22 great reasons for taking time out to attend - and the 23rd?

Once you have spent a few hours at the event, you'll be wanting to sit down and reflect - this year Towards Maturity will be hosting the new coffee area at C25 ,so bring a copy of this article with you and we'll swap it for a free coffee voucher - so you won't even have to pay for your drink :)

The show will be at Olympia 2 London and registration is completely free - do join us there!

4 reasons from a user perspective 

4 seminars presented by users that look worth seeing (you don't have to be at the conference to see top organisations sharing their experiences!)

• Igniting learning, performance and talent at Virgin Media, Thursday 27th January 2011
  12:30 - 13:00 - Theatre 3 (first floor)
• Revolutionising customer service through training - Mortgage Advice Bureau case study, thursday 27th January, 13:15 - 13:45 Theatre 4 (1st Floor)
• A collaborative approach to e-learning; pooling resources, skills and expertise at the NHS Thursday 27th January 2011, 14:00 - 14:30 Theatre 1 (1st floor)
• Exceptional times demand new ways to develop leaders at the Royal Bank of Scotland
  Thursday 27th January 2011,14:45 -  15:15 Theatre 1
   

3 reasons from our Perspective

Laura Overton from Towards Maturity will be sharing practical ideas from the 2010 benchmarking survey:

• 3 simple steps to accelerate business performance with learning technologies  our seminar will be held on Wednesday 26th January 2011 - 15:45 - 16:15 Theatre 9 (ground floor) and hursday 26th January 2011 13:15 - 13:45 Theatre 1 (first floor)

• We will be also launching our new Benchmark Centre at the event so that organisations can take part in our industry benchmark review when they need to rather than just once a year.

• Laura will also be a panelist at the Brightwave Keynote debate on the 26th of January:A road map to 2020: How can learning technologies support fast-changing business practice?  Wednesday 26th January, 2-3pm   - Theatre 1 (First floor)

15 reasons from our Ambassador and Supporter's perspective

Towards Maturity Ambassadors will also be sharing ideas around good practice at the event, we recommend the following:

Wednesday:

• Too Much Information with LMMatters, Wed 26th ,11:00 - 11:30 Theatre 5 (ground floor)
• Customer service and sales e-learning - blue Sky thinking,with Brightwave,Wed 26th Jan, 11.15am - 11.45am  theatre 7 (ground floor)
• Go beyond mLearning with Ktango!,with Certpoint,Wed26th , 12:30 - 13:00 - Theatre 2 (1st floor)
• Mobile learning: who, where, when, what, why, and how!, with Element K Wed 26th 12.45 - 13.15 Theatre 7 (grd floor)
• New dimensions in learning design, with LINE Communications, wed 26th, 12:45 - 13:15
  Theatre 8 (grd floor)
• Mind the content management gap, with Plateau Systems, Wed26th 13:15 - 13:45 Theatre
• Going Mobile with Epic 26th Jan, 15.30-16.00 seminar theatre: 2 (1st floor)

Thursday
 

• Multi-platform learning with LINE Communications Thurs 27th 13:15 - 13:45 Theatre 2
• From the classroom to the CloudRoom: discover how to make virtual classroom training work with Redtray, Thursday 27th 11:00 - 11:30 Theatre 4 (1st floor)
• An innovative approach to compliance: thinking out of boxes not ticking them with Brightwave Thurs 27th Jan , 11.45am - 12 theatre 4 (ist floor)
• Telling stories using learning technologies with Epic, Thursday 27th,12.00-12.30,theatre: 6 (grd floor)
• Six ways to ensure engagement with your learning program with Certpoint, Thursday 27th 13:30 - 14:00 - Theatre 6 (grd floor)
• Mind the content management gap with Plateau Systems, Thursday 27th 13:30 - 14:00 Theatre 7 (ground floor)
• Emerging from the great recession: trends impacting corporate learning in 2011 ,with Element K Thursday 27th 14.00- 14.30Theatre 5 (ground floor)
• Practical tips for learning design and development with the eLearning Network, Thursday 27th 15:30 - 16:00 Theatre 5 (ground floor)
  

We look forward to seeing you!

Join us for an interactive seminar to discuss how to improve performance with learning technologies:

3 simple steps to accelerate business performance with learning technologies

When it comes to using learning technologies to deliver more for less, smart organisations learn from each other’s experiences to reach their goals faster. Over the last 7 years, Towards Maturity’s independent research programme with 1200 organisations across the private, public and not for profit sectors has identified what actions REALLY influence success.
If you are new to learning technologies or are just stuck in a rut, this session will provide 3 simple steps to help you:
• Increase organisation engagement
• Improve efficiency
• Deliver business performance
• Manage risk
• AND get there faster!

We will be launching our new Benchmark Centre at the event so that organisations can take part in our industry benchmark review when they need to rather than just once a year.

The seminar will be held once on each day so if you can only come for a day, you won't  have to miss it!

Wednesday 26th January 2011
15:45 - 16:15 Theatre 9 (ground floor)
Thursday 26th January 2011
13:15 - 13:45 Theatre 1 (first floor)

Join TM and colleagues on our stand C25 - one of the new catering areas in the show - after the seminars for a free coffee (please bring a copy of this page to get your coffee voucher!)

Laura will also be a panelist at the Brightwave Keynote debate on the 26th of January:

A road map to 2020: How can learning technologies support fast-changing business practice?  

A high-profile panel featuring some of the industry's leading learning tech experts will examine learning and development's capability to support UK PLC's upturn strategy and the crucial role learning technologies can play. The Question Time style debate will also feature live audience voting to further assess mood and expectations.

The debate will focus on what learning and development professionals must do to maximise impact and play a significant strategic role in business development. 

 Wednesday 26th January, 2-3pm   - Theatre 1 (First floor)

How to get there

The show will be at Olympia 2 London and registration is completely free - do join us there!

Making them care

Why is it so important to make learners care about what they’re doing? If learners don’t care, they won’t take notice of what they’re experiencing. If they’re not taking notice, they’re not really learning. If they’re not learning, they won’t action it back in the workplace.

This matters from a business perspective too. If people don’t take the learning on board and apply it, they’ll continue to make the same mistakes or miss the same opportunities. So the business ends up paying for the training and the mistake or missed opportunity, making the training a wasted investment. So it really is in everyone’s interest to put the effort in to making users care about what they’re learning.

Here are my three tips for making them care:

• Create a fresh, surprising, eye-catching design or concept to make users sit up and take notice; use the visual design to help overcome any compliance preconceptions they might have.
• Banish the business speak (it’s not a legal document, textbook or academic paper, after all), keep it conversational, and have fun with the tone of voice and language you use.
• Add some variety in the approaches, interactions and media you use, and give the learner a bit of control over the experience (the use of audio, or the path through the learning, for instance).
  

Showing them it matters

Put yourself in the learners’ shoes. If the e-learning screams ‘compliance’, they’re more likely to view it as something that the organisation is doing to cover its own back – not the best way to get them on board. (For instance, how many learners do you think will really care about the potential reputational damage or a fine that’s unlikely to directly impact them?)

Instead, you’ve got to design something that’s relevant to their life and work and shows them how the compliance issues impact them as individuals. If you want them to see it as more than a tick-box exercise, you’ve got to show them it’s more than a tick-box exercise.

Here are my three tips for showing them it matters:

• Put the learning in context by designing scenarios in which the user has to make decisions or recommendations, drawing on high-profile cases or building in real-life anecdotes and stories.
• Take a tip from the adverts, and put the really useful, surprising, interesting and practical stuff centre-stage; the theoretical explanations need to be there, but keep them in the background.
• Group job roles into risk categories or use a pre-test to identify gaps in knowledge, then point each user to what they specifically need to know (information overload = disengaged learners).
  

Helping them live it

Finally, if an e-learning course is going to translate into changed behaviour and improved performance, it’s got to be effective. You’ve got to give the learners the skills and tools they need to implement the learning back in the workplace.

Again, this benefits both the learners and the business. The user will see the value of what they’re learning, and the business gets evidence not just of compliance but also of competence.

Here are my three tips for helping them live it:

• Actions speak louder than words, so focus on behaviour and competence rather than knowledge and simple compliance – what do people need to do, stop doing, or do differently?
• Ask first, check later: use questions to drive the learning and remember the Goldilocks rule (questions and interactions should be not too hard, not too easy, but just right!).
• Design an ongoing experience, including links to other reference points or learning resources and providing a well-designed crib sheet with key ‘dos and don’ts’ and contact points.

These are just some starting-point suggestions, but if you keep in mind the three user-focused steps (make them care, show them it matters, help them live it) you’ll be well on your way to compliance greatness!

Originally posted on December 5, 2010 by Stephanie Dedhar and reproduced with kind permission.

Stephanie Dedhar won the Institute of IT Training's instructional designer of the year in 2010, you can follow Stephanie on Twitter @stephaniededhar and follow her blog here.

The majority of organisations looking for improvements to the compliance process agree that that technology has helped bring about benefits but to what cost? Often compliance training is the first taste of e-learning for many employees and yet most of the time it can leave them cold.  In November, the ELearning Network held an event to discuss how we can start to innovate our approach to using technology for compliance training in such a way that it achieves results and inspires learners.

A key driver behind 73% of organisation's use of learning technologies is to improve the delivery of compliance learning. @vivcole opened the session with a discussion on why we are seeing more compliance training today. Drivers included the fact that employers are faced with more regulation (and, as a result, litigation) so they like the protection it offers. It can reduce the cost of insurance policies and often clients demand to see policies linked to compliance as part of a procurement process.
As a result in 2010, we are seeing more mandated programmes for staff. In 2010, compliance training takes a variety of forms -  89% of businesses deliver health and safety training to staff, 80% deliver specific compliance programmes that related specifically to that industry, 76% deliver programmes related to corporate social responsibility eg equality, diversity. In all cases over 60% of this learning harnesses technology to support delivery with more compliance training being e-enabled than ever before. (From Accelerating Performance, the Towards Maturity 2010 Benchmark Survey ).

But the push behind compliance training has left a trail of issues that were discussed by the delegates who often felt that it was just a necessary evil delivered not because it was wanted but because it was compulsory. It was often pushed at those who didn't need it( a great example of ground staff working at a financial organisations being made to go through a money laundering course, a critical element of tending the gardens there!). Often it is delivered after the horse has bolted and was perceived to be a tax on high performers to cover up for low performers.

@stephaniededhar flagged the key words most often relating to compliance training - Boring tedious, tick box, wordy, safety, essential! @cliveshepherd talked about the emotions that compliance training can evoke - offensiveness, resentment, stress!

Clearly we have some way to go if we are to rescue the reputation of learning technologies by tackling the subject areas where they are most commonly used.

Here are some hints and tips that we picked up along the way from the presenters to help you turn around the reputation of compliance training in your business:

Creating content that engages

@Stephaniededhar offered 3 top tips for creating content from a user perspective to make it engaging, relevant, effective, memorable, stimulating and targetted effectively (Link to slides).

• Make them care - consider visual design (how can you help them sit up and take notice), tone of voice (avoid remote and pompous jargon - loved by business and hated by users), mix an match approaches (vary how you present content that users can respond to- video, voice mails etc)
• Show them it matters - focus on the results of personal actions, put the anecdote before the theory, tailor experiences according to job roles
• Help them live it - identify what people need to do and then what they need to know, use scenarios not tick boxes in asssessment, give them something to take away

See Stephanie's 3 tips for compliance greatness in more detail here.

Shifting to competency

Compliance topics really do matter, but we need a behaviour change if the learning is actually going to make a difference back in the workplace. @Cliveshepherd offered 5 tips on how to shift from delivering compliance tick boxes to building competency:

• Provide positioning - why are we doing this?
• Present policies and proceedures - what do we need to do?
• Provide worked examples to illustrate application
• Allow for safe practice within the programme
• Then (and only then) - test for knowledge

Most compliance training just present policies and proceedures & then test, it ignores good practices around building effective learning.

Creating a Culture of Compliance

Creating innovative content is only one part of the job, the culture of the organisations towards compliance training also has a significant effect on success. @vivcole discussed the ingredients of a successful culture for compliance learning as considered by compliance officers. @lauraoverton looked at the same issue from the perspective of the Towards Maturity Benchmark work with over 1200 organisations looking at cultural issues that influence successful adoption of learning technologies- there were a number of overlaps worth considering:

Leadership:

• Align learning with important business metrics – legislative scores & breaches
• Align learning with company values and brand ethos
• Measure and report back on how programmes are influencing business metrics and values.
• Leaders need to walk the walk and take part in learning to model that everyone is responsible for compliance
• Provide 'encouragement’ to complete - are there serious, visible consequences of non compliance?

Consider how compliance integrates with the job:

• Include within mandatory induction programmes
• Use diagnostic tools to align learning to job roles
• Encourage regular refreshers
• Consider assessments aligned to job role rather than tick boxes
• The ability of staff to consult the compliance department should be free!
• Consider how to use online content to provide ongoing performance support

Ensuring engagement:

• Use consultation to illustrate how staff have involved in shaping the compliance process and related learning
• Use real people & expert opinion within the programme to ground the learning in the reality of the job

A final word of warning

It was left to @donaldclark to close the day with a final word of warning - some subjects may not benefit from a mandated learning approach - just because we can doesn't mean that we should. He highlighted some insights from some Harvard research highlighting how, in the case of diversity training, it may even make the problem worse (find out more here)

Additional resources

Examples of award winning case studies - http://www.towardsmaturity.org/tag/compliance

 Over the past few years, Towards Maturity have been working closely with Becta to look at promoting effective practices in the workplace and as a result a number of significant contributions have been released to help businesses create make their case and improve performance.

Their contributions have included

• Case studies to illustrate great practices in the workplace and the Delivering results report brining together over 50 case studies that illustrate how technology in learning adds to bottom line business results
• Benchmark studies, allowing an additional 600 organisations to get involved in benchmarking to improve performance
• The Impact study illustrating impact of learning technologies at work
• 33 Reasons why e-learning projects fail - a lesson for us all!
• Video podcasts to share good practices more widely
• Support of Sector Skills Councils and National Skills Academies through workshops and seminars to help embed learning technologies.

Towards Maturity have been proud to work with Becta on this agenda and look forward to continuing to build on this legacy moving forward. 

For those interested in their work in further education and schools, the download below is their latest newsletter updating stakeholders on the areas in which their work will be continued.

Checklist for organisations engaging young adults in their workplace e-learning through apprenticeship schemes or workplacements. 

 Organisations have both legal and statutory duties to safeguard the welfare of all learners when making use of ICT.  There are a variety of legal issues to consider within the e-safety context, including cyber-bullying; harassment; defamation; hosting liability and data protection.

If you are developing and distributing digital course content and services that communicate over social networks, email, SMS, instant messaging and other Web 2.0 tools, you have an important role to play to consider online safety issues and prevent misuse, particularly if your learners are under 18.

88% of organisations taking part in the 2010 Towards Maturity benchmark offer e-learning for general IT user skills, including web and internet skills . Many already include e-safety awareness in the programme content but if you don’t we hope this resource will help you get started. But we are not always teaching adults - 38% are also providing e-learning through their apprenticeship schemes.

This HOW TO draws on established guidance from Becta, JISC and others to provide an  employer friendly e-safety checklist and links to resources on internet safety issues.

This HOW TO is aimed at those who are teaching younger people on apprenticeship and work experience schemes and need a straightforward guide to the legal and policy environment for safeguarding learners online.

The following checklist is not intended to be prescriptive or to give a complete guide to the current legal framework, but may help you develop your organisational e-safety policy and therefore enhance the e-safety of your learners. We’ve also included useful resources at the end of the list for you to find out more.

It includes support to help you

• Review your organisation's e-safety awareness
• Review your current guidelines and policy
• Considerations for IT systems and learner resources
• Useful links (further advice)
• Useful learning resources and courses
• Relevant legistlation

At some point in time, most organisations turn to external experts for an extra helping hand but how can we make sure we are getting value for money?

The Towards Maturity Benchmark 2010 revealed that over 60% of organisations found that lack of knowledge about the potential use of learning technologies was a real barrier to implementation. Some of this knowledge gap can be addressed through formal learning or via our networks but often organisations may need to turn to external experts to provide an additional helping hand.

This HOW TO provides  a checklist of ideas and guidelines that can be used to select and work with external experts.

This HOW TO is aimed at L&D professionals who are implementing learning technologies in the business but who don’t have all the necessary expertise – or time - in-house.

The HOW TO covers:

• What should we be looking for when selecting an external expert?
• Are we ready?
• How do we identify the right person/organisation to work with?
• How can we control costs?
• How do we build confidence in the results?

LONDON, 30 November 2010: Towards Maturity, the internationally recognised benchmarking practice for learning innovation, has launched a new programme designed for provider companies of learning products and services focused on excellence and growth.

The Ambassador Programme complements Towards Maturity’s work with learning practitioners, as the producers of Europe’s leading independent Benchmark Study into the impact of learning innovation on business performance. This new programme will allow providers, through supporting the study, to help with the identification and dissemination of good practice case studies, and to align themselves with Towards Maturity’s vision and values; benefiting from enhanced industry profile and credibility with clients and potential clients.

Eight leading companies are already on board as Founder Ambassadors:

• Brightwave
• Epic
• GlobalEnglish
• LINE Communications
• LMMatters
• Plateau Systems
• Redtray
• The Charity Learning Consortium
  

Many others are in active discussions. Membership of the programme is lon an annually renewable basis. In return for their support of the ongoing independent Benchmark Survey, Ambassadors can customize flexible packages of benefits to meet their own corporate goals. 

All Ambassadors share and endorse the following Towards Maturity vision and values:

• Encouraging learning innovation that directly impacts results in the workplace
• Building on, acknowledging and contributing to collective good practice
• Supporting the learning and education of others
• Building transparent, trusted and open relationships with those we work with
• Encouraging excellence from within
• Celebrating success

Charles Gould, Brightwave’s managing director said: ‘We are delighted to become a Founding Ambassador for an organisation whose values chime so well with our own in the pursuit of raising the bar for learning innovation, best practice and business impact’. 

Steve Ash, Sales and Marketing Director of LINE Communications, said: ‘LINE has an ongoing commitment to help our clients become more efficient and competitive by delivering innovative learning and communications solutions. We are proud to be Founding Ambassadors for a programme which provides such compelling evidence of the impact our industry continues to make.

Martin Baker, MD of both LMMatters and the Charity Learning Consortium said: ‘I think that collaboration will be the buzz word of the next decade, not just in learning and development, but in the business world as a whole. Personally, I’m delighted to see more co-operation in the e-learning industry – and the Ambassador Programme is a great example of where, through both LMMatters and the Charity Learning Consortium, we can make a real difference, by supporting Towards Maturity and the invaluable work that it does’.

Laura Overton, Towards Maturity’s managing director said: ‘When it comes to learning innovation and performance our passion has always been to provide an authoritative, independent research base which helps organisations to raise the bar in their pursuit of excellence. Working together as Ambassadors for change, I believe we can improve good practice, raise awareness and drive the industry forward’.

Towards Maturity released its 4th Benchmark Report, titled ‘Accelerating Performance’, on 25th November 2010. The full Report contains a wealth of data on many areas of learning innovation and practice and is available for free download at www.towardsmaturity.org/2010benchmark.

Learning Providers interested in finding out more about the Ambassador Programme should contact Nigel Stally of Towards Maturity at nigel@towardsmaturity.org.

Notes to Editors

About Towards Maturity

Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1200 organisations and 3000 learners over 7 years. Benchmark findings, case studies and resources are available to download for free at the Towards Maturity website.
http://www.towardsmaturity.org/

2010 Towards Maturity Benchmark <http://www.towardsmaturity.org/2010benchmark>
Follow Towards Maturity on Twitter <http://www.twitter.com/towardsmaturity>

Towards Maturity's Ambassador Programme - www.towardsmaturity.org/ambassadors

The hostile economic climate has, paradoxically, opened up huge opportunities for learning innovation to contribute to bottom line business performance. The L&D profession stands at a pivotal moment: it is armed with new opportunities to innovate and a market-place being forced to consider change; yet it also has a poor track record and perceptions as a cost centre, not a wealth creator. 1,200 organisations have now taken part in the Towards Maturity’s industry leading benchmark and as a result we now know more about how to drive the transformation of learning than ever before. We can’t afford to wait, it’s time to act.

The full results of the latest Towards Maturity Benchmark were unveiled and discussed at the Learning and Skills Group webinar on 25 November.

Laura Overton, Managing Director of Towards Maturity, delivered the webinar and explored:

• How the last 18 months has changed the face of learning and development
• Responding to demand – why we can’t afford to hold back
• How to significantly improve efficiency, take up and business agility
• Practical lessons that accelerate performance
• How to benchmark against the top performers

Missed the webinar?
If you are a member of the Learning and Skills Group, the recording, the text chat and the PDF of the slides are all available on the webinar archive.

About Towards Maturity
Toward Maturity’s not for profit benchmark practice provides independent expert advice and support in using learning innovation to accelerate business performance. Towards Maturity leverages the wealth of data provided by its benchmark, an internationally recognised longitudinal study based on the inputs of 1200 organisations and 3000 learners over 7 years. Benchmark findings, case studies and resources are available to download for free on site.
http://www.towardsmaturity.org/

About Learning and Skills Group
The Learning and Skills Group (LSG) is an international community of learning and development professionals interested in organisational learning and the application of learning technology in the workplace. Membership provides online resources, collaborative tools and knowledge sharing opportunities. As the professional membership arm of the annual Learning Technologies and Learning and Skills conferences, the LSG enables interaction with L&D professionals and conference delegates, throughout the year.

About Learning Technologies 2011, 26 and 27 January 2011, Olympia 2, London
The Learning Technologies Exhibition and Conference is Europe's leading showcase of the technology used for learning at work and provides a wealth of content from the leading exhibitors in the field and a free seminar programme running in five theatres in the exhibition hall. The conference, running alongside the exhibition has expert sessions on learning technology, strategy and the issues facing L&D from some of the leading learning thinkers and visionaries in the industry.

http://www.learningtechnologies.co.uk/

About Learning and Skills 2011, 26 and 27 January 2011, Olympia 2, London
Learning and Skills 2011 is co-located with the Learning Technologies Exhibition and Conference. The Learning and Skills exhibition showcases the entire spectrum of methods, products and services for workplace learning with a focus on people development, learning and performance, learning resources and HR systems and services and is built around a multi-streamed programme of free seminars in four theatres on the exhibition floor.

http://www.learningandskillsevents.com/
 

We would like to congratulate everyone who picked up an award at the glittering 2010 Elearning award ceremony last night.

The standard this year has been amazing & the winners really showcase excellence and act as an inspiration to us all. Congratulations to everyone! 

Check out the E-Learning Award website for judges citations and pictures but here are the winners ( plus some initial information and demos for those looking for new ideas or are just nosy!)

Meeting the needs of compliance for an external regulator or an internal workforce

• GOLD: PricewaterhouseCoopers UK and Brightwave
• SILVER: Atlas Interactive -Find out about the project MIST
• BRONZE: SAI Global/AstraZeneca 
   

(Also shortlisted  ThirdForce, essential.genius,Inmarkets and UBS)

The best use of mobile learning

• GOLD: Learnosity - check out this demo

(Also shorlisted LINE Communications, ispeakuspeak) 

 

The best use of rapid e-learning content

• GOLD :Bupa Health and Wellbeing UK and Brightwave
• SILVER: Everything Everywhere
• BRONZE: ispeakuspeak
  

(Also shorlisted O2 and Kineo)
 

The best learning game, simulation or virtual environment

• GOLD: Parliament’s Education Service and Lightbox Education  - check out MP for a Week
• SILVER: St George's, University of London
• BRONZE: Market Class

(Also shortlisted - CA Technologies) 

 

The best use of social media for learning

• GOLD: The Open University
• SILVER:GradeGuru, from McGraw-Hill 
   

The most innovative new product or tool in e-learning

• GOLD: MyWorkSearch - integrating learning and application - find out more
• SILVER: AiSolve - 3D environments for learning trade skills - take a look at how it works for plumbing (1 or 2 mins into video)
• BRONZE:TAG Developments

(Also shortlisted Gilead Europe and TRiBECA Knowledge ,Rustici Software and SkillSoft)
 

The best e-learning project securing widespread adoption

• GOLD :SIVECO Romania - The Romanian IT-Based education system
• SILVER: GlobalEnglish and ArcelorMittal - find out more
• BRONZE: e-Learning for Healthcare: e-Learning Anaesthesia - find out more
  

(Also shortlisted CA Technologies, Department of Health ,Gloucester Hospitals NHS Foundation Trust and e2train and The National Strategies)
 

Excellence in the production of learning content – Not for Profit Sector

• GOLD One Plus One and Nelson Croom

(Also shortlisted - Olympic Delivery Authority  and Social Care Institute for Excellence)
 

Excellence in the production of learning content – Public Sector

• GOLD: Gloucester Hospitals NHS Foundation Trust and e2train - find out more
• SILVER: e-Learning for Healthcare: e-GP - find out more
• BRONZE Screenmedia: The Big Plus – Get Ready for Work

(Alson shortlisted: e-Learning for Healthcare: Adolescent Healthcare, iCollege, National Defense University and Making IT Personal: Joining the DOTs - Barnsley Council, Sheffield College, Sero Consulting and others)
 

Excellence in the production of learning content – Private Sector

• GOLD:Epic and British Airways - find out more
• GOLD: Marks and Spencer and Kineo - find out more
• SILVER:Autonomy e-learning
  

(Also shortlisted Boots UK , Hibernia College, Infosys Technologies, Saffron Interactive and Heathrow Express and The Fifth Business)
 

 The best use of synchronous e-learning

• GOLD Hibernia College
  

(Also shortlisted Englishtown and Learning Tree International)

The best online or distance learning programme – Not for Profit

• GOLD: IMC (UK) Learning and the Fire Service College - find out more

(Also shortlisted Foreign and Commonwealth Office and Walkgrove)
 

The best online or distance learning programme – Corporate Learning

•  GOLD: Infinity Learning and British American Tobacco

(Also shortlisted Executive Conversation,ILX Group and KCA Deutag Drilling Group)
 

The best online or distance learning programme – Education

• GOLD: University of Edinburgh and Royal College of Surgeons of Edinburgh 
• SILVER: Englishtown
• BRONZE:Hibernia College
  

(Also shortlisted Lightbox Education and Centre for Educational Leadership (CEL) with National College for Leadership of Schools and Children's Service)

 E-learning development company of the year

• GOLD: Nelson Croom - find out more
• SILVEREdvantage Group - login to see examples or check out demo
  

(Also shortlisted: Axia Interactive Media ,GlobalEnglish Corporation, Kineo, Learning Pool,Marton House and Safety Media)
 

E-learning industry award for outstanding achievement – individual

•  GOLD WINNER: Mark Harrison - Kineo - find out more about Mark's work on LinkedIn
  

(Also shortlisted: Mike Alcock - Kaplan IT Learning, Adrian Birch - Jaguar Land Rover, Sean Rowland - Hibernia College, Julian Stodd - Marton House)
 

E-learning industry award for outstanding achievement – corporate

• GOLD: Fusion Universal - find out more

(Also Shortlisted: Hibernia College and Redware)

E-learning internal project team of the year - Private Sector

• GOLD: Home Retail Group
  

(Also shortlisted Lloyd's Register and Telefonica O2 UK)
 

E-learning internal project team of the year - Public Sector

• GOLD : Capita National Strategies
  

(Also shortlisted Lincolnshire County Council and St George's, University of London )

 Our existing ideas need to be challenged and we need to be open to new approaches  and that is one of the reasons I am so pleased to be involved in the steering board of Online Educa Berlin which is now in it's sixteenth year!  

OEB is unique in its focus on bringing individuals together from the corporate, pubic and education sectors to Every year over 2000 participants from more than 90 countries world-wide come together, making it the most comprehensive annual meeting place for technology-supported learning and training professionals in Europe.

It has always provided rich networking opportunities but in 2010, it is creating a really special networking and learning opportunity for those who are working in business:

New for 2010 - Business educa

Senior business managers don’t want learning, they want results. Business EDUCA focuses on achieving organisational results through collaborative intelligence and learning. OEB designed Business EDUCA for organisations large and small, non-profit and bottom-line driven. Network with peers, and solve problems cooperatively. Business EDUCA is about getting things done in organisations. It’s not academic. It draws from practice, innovation and research and focuses on outputs rather than inputs.

Business EDUCA provides the opportunity to explore, discuss, debate the latest issues facing organisations today. The sessions allocate time to collaborate with colleagues both on line and in person to create a programme unique tailored for each participant.

Subjects to be discussed include

• Improving business impact with mobile learning
• Improving performance in health
• Innovative approaches to boosting sales and customer loyalty
• The 21st century learning professional
• Working smarter with learning networks
• Coping with the crunch - how can we REALLY deliver more with less
• & much more!!

Business Educa provides an amazing opportunity to connect with those who most of us normally only follow on Twitter  (see below for some of the amazing speakers).

 Naturally we will be covering the hot topics on the TM site but it isn't the same as being there yourself - try as we might we can't magic up the atmosphere of Berlin at christmas time!

Do let us know if you are coming - we'd love you to join us!

FIND OUT MORE

REGISTER here

Who will you meet?

Doug Beckwith, University of Phoenix, USA, Josh Bersin, Bersin & Associates, USA, Debbie Carter, TJ (formerly Training Journal), UK, Jay Cross & other members of the Internet Time Alliance, USA, Bert De Coutere, IBM, Belgium ,Jane Hart, Centre for Learning & Performance Technologies (C4LPT), UK,Cynan Houghton, Oxfam GB, UK,Jenny Hunt, Schemeta, UK ( behind the great elearning readiness toolkit for the NHS), Charles Jennings, Duntroon Associates Ltd, UK, Sarah Lindsell, PricewaterhouseCoopers, UK,Svetlana Omeltchenko, British American Tobacco, UK,Joe Pokropski, Thomson Reuters, USA, Lesley Price, Becta, UK, David Rome, NHS Education for Scotland, UK,Gwendolin Rugen, Telefonica O2 Germany, Richard Straub, European Learning Industry Group (ELIG), France,Donald Taylor, Institute of IT Training, UK,Nick van Dam, Deloitte Touche Tohmatsu, The Netherlands, Erica Wadley, Microsoft, USA

Plus over 300 other speakers to inspire innovation in your organisation

So how do others manage it?

Well, Jane Hart at the Centre for Learning & Performance Technologies has been talking to 545 learning professionals across the globe to find out their top tools for learning & has compiled the list in her fabulous Top 100 tools for learning for 2010.

This list was compiled on the 17th of October this year and whilst it reflects the tools most likely to be used by the technically savvy L&D professionals it provides a fantastic starting point for many.

As an added bonus 77% of the tools in this list are free!

The top 10 for 2010 are:

• Twitter, Microblogging tool
• YouTube, Video sharing site
• Google Docs, Office collaboration suite
• Delicious, Social bookmarking tool
• Slideshare, Hosting presentations
• Skype,Instant messaging/VoIP
• Google Reader,RSS / Feed reader
• Wordpress,Blogging tool
• Facebook,Social networking site
• Moodle,Course mgt system

As we start to use these tools ourselves, our confidence in using them to support others increases so do check out Jane's list and try something different today!

Technology opens up new systems, communication platforms and distribution channels for learning and collaboration that can significantly enhance the learning professional’s toolkit. 

Today’s promises of technology include:

• Be more responsive to changing business needs
• Get staff up & running  (& changing direction) faster than ever before
• Extend reach, breadth and depth of learning offering
• Whilst saving time  & money

According to the CIPD, e-learning is the fastest growing learning intervention in 2010 but only 12% rate it as effective. On the other hand, our own benchmarks flag up that some (but not all!) are finding that it helps to improve responsiveness to changing business needs, delivers better quality, faster induction processes.  The promise is within reach but how do we deliver ( and deliver it faster)?

How to accelerate the promise was discussed at WOLCE 2010 this year at a a free seminar where we considered some facts and figures from our research over the years to look at what we need to improve (& to dispell a few myths that could be holding us back!)

You can download the notes from the presentation below.

You will need to register to download these notes.

Martyn Sloman, their principal consultant to the project has written a free e-book that looks at 9 principles to guide the L&D practitioner in the future. This new publication introduces nine, principles to guide the L&D practitioner.

• Trust your judgement
• Understand the difference between training and learning
• Disregard anything that was written in the last century
• Distinguish between context and processes and seek to understand both
• L&D builds organisational benefits through higher value products and services
• Value lies in the eye of the beholder
• Try to develop the learning culture
• Different interventions have different strengths and weaknesses
• L&D is a craft activity which takes place in context

These principles are not necessarily new but our own research shows that they are definitely not widely acted on. However, those that take action in these areas actually deliver improved results to the business.

Towards Maturity have looked at implementation practices and L&D attitudes  in over 1200 organisations in the past 6 years and have found that those that take action in 6 areas ( which map to many of Sloman's principles) are starting to deliver new types of learning offerings & report that they are getting more business buy in and deliver more business agility, more efficiently. Those sticking with traditional approaches are just not making the same impact in today's business world.

We completely agree with Sloman that transformation in L&D is not dependent on the application of specific models but transformation will only come when the profession starts to take an active interest in wanting to change.

We hope that this book will help increase confidence and encourage that change for many L&D professionals!

The ebook is available free of charge* as a downloadable pdf here and you can find out more about the L&D 2020 project here.

*The Nick Webber Trust  was set up in memory of Nick Webber, who died in a car accident at the age of 28 while working in Malawi as a volunteer lawyer. Nick was a friend of one of Martyn Sloman’s sons and it is asked that those who download this ebook consider making a donation to the charity. To donate please visit: www.justgiving.com/Martyn-Sloman2010ebook.

  
A couple of years ago I realised something important was missing from my chosen profession – a qualification for L&D professionals on par with other postgraduate qualifications and most importantly one that aligns L&D as a profession and practice with the needs of organisations, rather than just the needs of the learner.

In the New Year of 2008 I was thinking what might be the next step in my professional development. I decided that one option for me, as an experienced L&D professional would, be to undertake a postgraduate qualification allied to my consulting and managerial role. I was looking for a qualification that would bridge the tangible divide that I firmly believe exists between L&D from the perspective of a practitioner and the need to bring learning in to the heart of organisational transformation.

What qualifications currently exist for L&D professionals? 

A thorough search on the Internet revealed that a wealth of postgraduate and professional qualifications exist for those in the compulsory and further education sectors, including the familiar; PTLLS, CTLLS and DTLLS, as various forms of Professional and Postgraduate Certificates in Education, M.Ed and of course Ph.D/Ed.D doctorial research programmes. These qualifications are already recognised by the Institute for Learning (IfL) and variously lead to Qualified Teacher Learning & Skills or Qualified Associated Teacher Learning & Skills status.

Those of who have taken PTLLS or aligned qualification will be aware that it’s very much centred on the needs of the learner, and teaches concepts that are important in the further education sector, such as inclusion, diversity, functional skills, differentiation and so on. For the L&D practitioner working in modern business it is no longer sufficient to be a thoroughly confident and competent trainer; in order to be valued and recognised L&D practitioners must show tangible business value in what they deliver and the tangible impact of learning outcomes against organisational objectives.

A quick scan of the leading offerings for L&D professionals in the private sector revealed the following well-known qualifications (among others):

• The CIPD Certificate in L&D Practice mapped to Qualification and Credit Framework (NVQ/QCF), at level 3. CIPD recognise this qualification for associate membership.
• IITT have done sterling work in embracing the QCF assessment criteria in their Trainer Performance Monitoring and Assessment Programme (TPMA) that leads to the Institute Certified Training Practitioner certificate (ICTP). The qualification draws from the syllabus of the PTLLS programme mapped to QCF at level 4. IITT recognise the qualification for associate membership.
• The Training Foundation (a private training provider) offer the Trainer Assessment Programme (TAP), again a mature and respected offering, that can with substantial additional study and assessment lead to a foundation degree awarded by Chester University (FHEQ level 5 equivalent to QCF level 5). TAP is recognised by both IITT and BILD for membership.

These qualifications are all mature and respected, albeit that they are not aimed at the very senior, consulting or managerial L&D professional in the private sector. After reviewing what is available in the market I still felt there was a clear gap at the top end of the L&D profession for a postgraduate qualification with a modern business oriented focus especially one that included technology based learning and informal/social learning within the syllabus.

A new qualification to fill the gap for senior professionals

During my search I came across an Advanced Diploma in L&D offered by the University of Cambridge’s Institute of Continuing Education (ICE).  I quickly sent off an email to the university enquiring as to how I might enrol and just as quickly received a reply advising me that the qualification had been withdrawn pending a review and potential redesign. Never having been one to take no for an answer I wrote back, with a copy of my CV, offering to contribute to the redesign. Soon after I was on my way to Cambridge for an initial meeting at the ICE’s magnificent venue, Madingley Hall.

That was the start of a long road leading to the recent announcement of the University of Cambridge’s Postgraduate Diploma in Training, Learning and Development studies at masters level (FHEQ level 7 equivalent to QCF Level 7) aimed at senior L&D practitioners who are seeking a flexible, primarily distance learning qualification from a world-class university.

Fast-forward two and a half years during which the University of Cambridge marked its 800th year since foundation and my wife and I had our first child. Reflecting on my experiences during the design and development of the programme over the past two and a half years, I realise that the qualification now goes a very long way to filling the gap that I identified back in early 2008.

The design and development of this new qualification has throughout involved a number of L&D professionals from industry, and received the endorsement of IITT early in the process, ensuring that the qualification is rooted in the latest theory and practice in Learning & Development.

The practicalities
 
The programme is designed to be completed in either 2 or 3 years, and is conducted via a blended learning approach; each course includes a residential weekend at Madingley Hall followed by a 10 week online study period.

As one would expect from the University of Cambridge, the teaching staff assigned to this programme are academic leaders in their field, and will be complimented by guest speakers from the public and private sector who are also leaders in their respective L&D organisations.

My own employer has already committed to provide appropriate case studies, sample materials and guest speakers to the programme.

The programme curriculum comprises six courses that may be studied independently if desired. The postgraduate diploma will be awarded upon passing the assessments associated with each of the six courses.

The residential components are held at Madingley Hall, at stunning 14th Century Hall on the outskirts of Cambridge. The hall has excellent and modern residential facilities and provides an environment conducive to collaborative learning away from the pressures of work.

Throughout the programme students have access to the resources of the University of Cambridge, including ICE’s online classrooms and virtual learning environment.

In my opinion if the programme lacks anything at this time, it is adoption by the other relevant professional bodies in the L&D profession for either full professional membership or fellowship. I have confidence that the University of Cambridge’s brand, combined with the excellent teaching programme, will encourage the CIPD and the Institute for Learning to formally endorse the qualification in due course as IITT have already led the way.

The first intake of students will start the programme in January 2011, and I wish them every success in achieving what will be a stellar L&D qualification, blending the best of academic theory with pragmatic, business experience.

 More details

The qualification offers:

• Postgraduate qualification (120 Credits at Masters Level)
• Access to the resources of a world-class university
• Leading contributors from academia and industry
• Collaboration with fellow students across the L&D profession

The IITT recognise this qualification , all students awarded the qualification will be instantly eligible for their IITT fellowship.

For links to additional programmes for L&D professionals click here.

Internet adoption in increasing at a staggering pace and a national collective confidence is growing in the use of a communication medium that was relatively unknown less than a decade ago. This has to be good news for those looking to bring the benefits of the internet to workplace learning. 
When employees are already using the web to browse for ideas on how to improve their home, connect with fellow enthusiasts around their favourite hobby or share photos or ideas with friends, it shouldn’t be such a great leap to start to use the web to search, learn, connect and share to build performance in the workplace. I am not denying that it is a challenge to make that leap but the majority of our audience has at least overcome the first hurdle of getting involved in new ways of communicating, even if it is outside of work.

However there are over 10 million of the UK’s residents who have never used the web. Unsurprisingly, the government are very interested in this as it impacts social mobility, unemployment and the extent to which they can migrate to providing services online. As a result they have invested £30 million to address the issue through programmes such as Race Online 2012. The more society can operate online, the more benefits we have for individuals, families and the economy as a whole, for example did you know that research shows that :

• People with good ICT skills earn between 3% and 10% more than people without them.
• If every non internet user in employment got online, each of them would increase their earnings by an average of over £8,300 in their lifetime and deliver between £560 million and £1,680 million of overall economic benefit
• The cost to business (or government) for engaging with customers shows that it can cost  £18 for a face to face interaction , £3.30 by phone, £12.10 by letter  but only 8p online.

Poor ICT skills are still a  barrier to successful e-learning adoption!

But if a  fifth of the UK’s population has never been online, what is the knock on effect for those of us who work in learning and development? It’s true that a significant proportion of the 10 million are unlikely to be in our current audience – for example the, the unemployed or retired. But when e-learning is the fastest growing training medium for UK corporates  and learning technologies are  increasingly being used for company wide initiatives such as induction, compliance and collaborative performance improvement , this statistic must start to take effect on the uptake & success of our work.
We are seeing evidence of that already- over the past 6 years, through our Towards Maturity Benchmark we’ve been tracking the barriers to e-learning adoption and whilst poor ICT skills for staff has never really made it into the top 3 barriers to adoption, it is a factor that still contributes .18% of organisations participating in our 2010 benchmark citing poor ict skills amongst top barriers to successful e-learning adoption.

On the other hand overall reluctance by users to learn with new technology is one of the top barriers - a lack of confidence in the very basics of using technology may contribute to that reluctance.  When a number of staff have never had an email account , opened a web browser or even used a mouse- they are likely to be highly skeptical about learning new skills online! So what can we do about that?

Getting staff to first base

When it comes to supporting general IT and web user skills, our latest benchmark  shows that over 80% of us provide staff with training (including email and internet safety)  and most of them are using e-learning to help with the delivery. But is this enough to encourage reluctant first time users to get online & experience the web for themselves? Probably not

Government research shows a number of reasons why people don’t get online - 59% of  just people don’t see a reason to an a quarter of people say that they just don’t have the skills.  I don’t think that these statistics can be ignored in business and given the need to keep skills up to date and the investment we are currently making in learning technologies to achieve our goals. Maybe it’s time that we revisit how we can encourage staff to get online for the first time.
4 areas to address

One of our challenges in getting staff on line for the first time is that we can’t really use the web which means that we need to think about other ways of engaging with staff. There are probably 4 areas that need to be considered as we approach the challenge – how do we improve staff confidence in using the web? What do we need to do to address staff motivation? How can we get other staff to help and support? how can we increase access to technology?

The high profile of the government agenda to help get 10 million people online has resulted in a number of initiatives  that provide ideas and resources that can be shamelessly plagiarised to support business!

At the end of this article, there are some links to some of the more high profile initiatives that you can tap into but we have also produced a simple checklist of ideas that can be introduced in the workplace  . Here are just a few ideas from that list to help you get started:

Improving staff confidence

• If online confidence is to improve we need to be able to engage staff, refer them to resources that can really help them and support them on their journey.  There is a certain amount that the L&D department can do by itself
• Run regular lunchtime sessions for a season that will allow staff to be open about their needs and explore the opportunities of the web.
• Don’t take on all the responsibility on yourself - who else is connecting your staff? who is trusted and shares your vision?- Union learning reps are a great example , if they haven’t already got a programme in place, work together to provide local advocates with basic coaching skills resources to help them engage with staff..

Improving motivation

Providing relevant  incentives can really contribute to staff motivation

• for new staff who may not be computer users, why not build links to supporting resources  into your job offer letters?
• Once on board, build free resources & available support into your induction 
• Recognition of achievements is a powerful motivator – City & Guilds provide an Award in Online basics for £6 which can be used as credit towards Foundation Learning or ITQ qualifications
    

How can we get others involved?

Poor basic online confidence doesn’t just impact the learning & Development department, it has a knock on effect throughout business . It isn’t an agenda to tackle alone- why not

• Engage with snr execs, PR and marketing to launch internal awareness campaign
• Create an information kit for line managers so they know where to point people to
• Leverage opportunity of national campaigns, for example why not use the National Get Online Week in October to focus attention internally on the issue – see box out for more ideas

Improving access

Get creative about improving awareness about where staff can to access the internet – if they can’t access it at work, help them to find alternatives such as uk online centers  or public libraries. Does your company recycle and refurbish old IT – is it possible for staff with no access to take advantage of that scheme?

The current resources from programmes like Pass IT on will be tremendously useful for those in L&D looking to build basic online skills in the workplace. I am also an advocate of using really great e-learning content as a means of  engaging staff to go online and have written about this several times in this magazine. For example we covered a story a while back that looked at how a facilitated online programme on parenting not only helped to address the participants parenting skills but also introduced computers for the first time and led to many wanting to improve their computer skills. Perhaps that is one area where our government can leverage the skills and expertise from the L&D professionals !

Get involved nationally

Race Online 2012

Race Online 2012 is the national challenge to bring people and organisations together to to make the UK the first nation in the world where everyone can use the web. Championed by Martha Lane Fox, the UK digital champion, Race Online 2012  are looking for partners who will pledge to get active in getting individuals online and have plenty of research and resources to help. http://raceonline2012.org/.

Pass IT On

This site a range of free resources to help individuals get someone started online. The whole idea is to get someone interested, introduce them to a computer and then help them build their online basic skills. Pass IT On resources can be used by staff to help each other, their family members, customers and wider community to get online. Lots of free marketing collateral and toolkits at www.helppassiton.co.uk/

UK Online

UK online have over 3,500 centres in the UK where individuals can go to get support in getting online – they also have developed a range of free online basics courses which can be used by advocates as part of an internal campaign to get staff online.

www.ukonlinecentres.com

National Get Online Week – 18 – 24 October

National Get online week takes place between 18 and 24 October, and aims to give anyone and everyone the chance to get started with computers and the internet.  More than 3,000 local events will be taking place across the country.  If you want to get involved then contact www.ukonlinecentres.com/getonlineweek to find out more details

When used effectively, digital learning resources have the power to engage and stimulate learners and to contribute greatly to learning achievement. It is not possibly to specify exactly what makes a ‘good quality’ learning resource, because so much depends on the type of the resource (tutorial, simulation, game, podcast, screencast, video, presentation, text document, etc.), the purpose of the resource, the way in which the resource is used and the characteristics of the particular users. As ever quality is an issue of ‘fitness for purpose’ - sometimes the simplest of content does the job perfectly; at other times a highly-sophisticated resource is required to satisfy the need. Given these provisos, this HOW TO  provides a checklist that will both support L&D professionals in evaluating existing resources and guide content developers in the design of future resources.

The checklist has been developed over many years of consultation in both the private and public sector and has been regularly refined  through activities such as Towards Maturity’s direct research with employers and awards programmes looking at content excellence ( specifically, the elearning  awards in conjunction with the eLearning Network and  the BETT Awards, originally in conjunction with Becta)

This HOW TO is aimed at those looking to develop or purchase digital learning content for the workplace.  

Acknowledgements

This checklist has been adapted by Clive Shepherd, chair of the eLearning Network on behalf of Towards Maturity from guidelines originally produced by Becta.

NB please login or register to download this free resource.

Reason 1 -  several of the organisations that we have featured here on the TM site will be presenting at the conference so we are certainly looking forward to hearing the next instalment of the stories from:

• Mike Booth , Cable & Wireless– who is speaking on More learning, less time, money & resource - achieving this through technology (29th )
• Jan Cowie, The Priory Group  speaking on Developing the skills to deliver effective online learning (28th)
• Nick Shackleton-Jones, BBC debating the use of social media in learning ( together with Clive Shepherd & Robin Hoyle)

Reason 2 - Towards Maturity will also be at the event with Laura Overton helping organisations to use our extensive research base to help them:

• Ensure behavioural change in learners (session as part of the main conference on 29th)
• Learning technology at work – debunking the myths and accelerating the promise (free seminar 10.30 29th)

Reason 3  - The exhibition is free to attend with 100+ organisations and there are over 20 excellent free seminars including some from our Community of Excellence:

• Piers Lea from Line Communications  -  Results, results, results! Blended learning successes from across Europe (15.30, 28th)
• Martin Belton -e2train - 10 rules for designing and delivering e-learning (10.30, 28th)

Reason 4  - Save up to 30% if you book before 27th August plus all paying conference delegates Free access to LM Matters’ 50 Lessons & Harvard ManageMentor plus a FREE Toshiba ultra-compact HD camcorder.

Venue - NEC, Birmingham B40 1NT
Dates 28th & 29th September
Cost – exhibition & seminar programme – free, conference fees

Find out more at - http://www.learnevents.com/index.php

IITT members can attend the seminar and exhibition for free on the 7th from 1pm. The full conference starts on the 8th of September.

Find out more here: http://www.iitt.org.uk/

Programme highlights include:

• Bob Mosher – Chief Learning Evangelist at Learning Guide. Bob has been in the IT training field for years and was previously director of learning strategy at Microsoft. I have heard him several times now and his practical insights on learning, performance and making this stuff work at work really make sense!
• 2 parallel tracks on  Leading learning  - including Paul Jagger from IBM ( leading by example, you can hear more here !)  and Delivering learning – including Clive Shepherd on the New Blended learning, Nick Shackleton Jones  and Julie Wedgewood  – all of whom have been active contributors to the TM site!
• Plus hands on workshops for those developing learning.

Venue : LONDON MARRIOTT GROSVENOR SQUARE, LONDON W1K 6JP

Cost:  £425 +vat for members and £495 +vat for non members

Places are still available  - click here to book.

 You can see the slide deck here but this is a summary of the discussions that took place on the day!

  7 challenges facing BILD members today:

• We need to deliver more learning with less resources?
• We need to respond faster to the business that is changing around us?
• We  need to prove that we are relevant to business today if we are to grab their attention
• We need to become more evidence based
• We need to re-evaluate the metrics we use for talent managment and learning
• We need to meet changing learner expectations
• We need to be seen as a vehicle for change and not a cost centre

We discusssed the role of technology enabled learning as a means of supporting these challenges  - does technology add to the pressure that L&D are under or reduce it? The view was that once we learn how to embrace new ways of learning, the opportunities for change are released, equiping L&D staff to engage with business in new ways. The following areas were highlighted to build good practice

7 areas identified to support change

• Get involved in benchmarking but do not benchmark against movable technology trends, instead look at impact.
• Harnessing technology in a more meaningful way - sharing examples 
• Buidling credible conversations with management - learning to research the business challenges and ask meaningful questions.
• Improving performance consulting ability to engage with business more meaningfully
• Developing quick wins within the business
• Work with the business to develop a few meaningful metrics & just focus on those
• Use the TM best practice benchmarks to identify current areas of weakness and focus on those.

Other TM highlights from the BILD event included:

Immersive learning and serious games

We’ve previously featured research and articles on Immersive Learning and the use of games and virtual worlds in learning, and David Wortley, Serious Games Institute, provided further examples of how such technologies are being applied to many diverse areas of L&D. The example shown of ‘Physical Simulation’ was so life-like as to be somewhat unnerving! Technology is changing learners and David provide strong evidence on new ways of learning, new devices and new challenges. As he concluded – ‘Learning is being transformed from a transfer of existing knowledge by experts into a facilitated, self-directed discovery of new knowledge in collaboration with our peers.’ While David focused on what can be done today, Alan Fletcher , OU, took the audience through a whistle stop tour of what is possible. It is clear that the Knowledge Media Institute at the OU is involved in some extremely exciting research and it’s certainly worth taking a look at their website (www.kmi.open.ac.uk) to understand more about social semantics, virtual presence, ontologies, reasoning and Web 3.0!

Mobile learning

Geoff Stead, Tribal Group provided insight on how mobile learning is coming of age, sharing examples. Refreshingly his session recognised some of the inevitable compromises that have to be made in developing and distributing mobile content. It’s certainly worth taking a look at the MoLeNet (http://www.molenet.org.uk/) website for further insight on many of the current mobile learning projects that are underway. Interestingly Geoff sates that he’s still unsure if mobile learning can work if it’s unsupported, and our belief is that any learning using technology needs to be supported to maximise the benefits. Brian Bishop, Caspian Learning, used the Gartner Group ‘Hype Cycle’ to frame his presentation as he explored the emergence of technologies such as cloud computing, augmented reality and haptics along with some maturing technologies including Caspian Learning’s Thinking Worlds and evaluation models.

Peter Butler, BT

The BT Dare2share story is a great one which we’ve already featured at Towards Maturity (http://www.towardsmaturity.org/article/2009/03/20/bt-dares-share/), but it was refreshing to hear Peter talk candidly about the challenges that B/T face as they transform the business and how the imminent roll-out of Dare2share throughout the organisation will play a pivotal role in embedding learning.

Frankly in this day and age there is really no excuse! With the new tools in our hands, new understanding about supporting performance and the ways that people learn and fresh research on how to deliver results, why is it that so many are stuck in old style thinking and delivery methods?

For 6 years, Towards Maturity have been researching how new tools are bringing about improved learning innovation , agility and . As a result we have been linking up with  Training Journal’s L&D 2020 research project to understand how L&D needs to transform in order to deliver.

We will be presenting at the  TJ conference and awards (21st September) on Using learning innovation to accelerate business change.

If you are concerned about adapting to changing business needs, then please do join us. Other speakers will also be addressing this critical issues and include:

• Martyn Sloman ( looking at the new skillsets for L&D professionals)
• John Baker , Head of Learning and Development at Legal and General  ( looking at L&D as the new business partner)
• Chris Robinson – ( looking at ingenious tricks for evaluating training impact)
  

Venue –The Commonwealth Club Northumberland Avenue London, WC2N 5AP

Cost - £495 +vat ( discounts for charity, and multiple bookings)

Date – 21st September 2010

To book & find out more - http://www.tjconferenceandawards.com/

As a business improvement process, benchmarking has been around since the early 90’s and is now considered vital in the private and public sector as a tool to improve operational performance and enable strategic re-positioning.

Why does Business Benchmark?

At a strategic level, benchmarking has been credited for literally turning companies around. The earliest  example of this came from Xerox,  the first pioneer of benchmarking, who used the approach to learn from their competitors in order to redefine their core offering. As a result they were able to regain market share at a time when their business was being rapidly eroded away by global competition. 

Now organisations use benchmarking to specifically consider new strategic directions. for the organisation and to improve processes within core business functions such as finance, procurement, HR, sales and others. In Japan, benchmarking is a core management practice - all managers are expected to not only keep up with colleagues but also to surpass them. The process of benchmarking becomes part of a process of continual improvement.

At its heart, benchmarking is a learning activity - as one author on the topic suggests  ‘Those that benchmark do not have to reinvent the wheel! (Parker 96).

So what is benchmarking?

Benchmarking is the process of comparing key performance indicators for one organisation with the indicators of others who are  considered to represent the industry standard or best practice for that field.

According to the Global Benchmarking Network, this process of comparison can be divided into informal benchmarking  and formal benchmarking (sound familiar?!)

• Informal benchmarking is used almost unconsciously by most as we compare our activities, learn from experts, consult with peers and harness the web.

Formal benchmarking is divided into  two areas – performance and best practice benchmarking.

• Performance benchmarking provides a comparison of key performance indicators which will vary from function to function. Typically they may be defined in terms of cost, cycle times, customer satisfaction, product performance , absenteeism but generally they are set to provide a standard against which other achievements can be measured. However performance benchmarking alone merely highlights the gap. It is of limited value unless the results are acted on.
• Best practice benchmarking on the other hand focuses on action – why are others getting the results they are getting and how can I improve as a result of that knowledge?

With this in mind, benchmarking becomes more than just comparing where you are with historical data – it has to be a dynamic process that reflects continual change. Equally, benchmarking isn’t just about comparing your situation with those in the identical industry – much can be learned from other industries facing similar problems and a new perspective can release new creativity. Is also isn’t just about outputs – benchmarking has to consider the processes that impact the outputs if it is to have any value at all.

Are our current L&D benchmarks adequate to help address the challenge we face?

According to the GBN, the most popular areas to conduct benchmarking projects are in customer service ,administration, training and human resources, and corporate strategy and planning. And it is good to see Training and HR in the list of popular areas.

We are operating at a time where  skills are seen as essential to leaving the recession and with resources being slashed , it is critical that as a core function the L&D function is able to redefine it’s offering, improve performance and take on a new strategic direction.

As we can see from other business areas, benchmarking provides an ideal opportunity to raise the bar within the function in terms of performance, products and focus.

However when we look at typical training benchmarking , the most detailed  performance indicators that are currently used  include % of staff attending training sessions, % of budget spent on training, average cost per employee, average test scores, in recent years, we’ve also seen the numbers of programmes that are web enabled creep into industry benchmarks.These are all input indicators and so far are all based on the traditional model of classroom training.

But , times are changing and these traditional benchmarks just do not serve the learning and development adequately – new tools, new methods of learning and new business expectations for L&D to respond faster with more just in time learning approaches mean that we need to redefine what good looks like.

Refining what good looks like - a new benchmark for L&D

At the start of our own benchmarking journey,  our aim was to  investigate how L&D departments were using technologies to make a real impact on the businesses they were serving.  With this focus on impact we had to consider new performance indicators for L&D that historically had only belonged in the benchmarking domain of other functions.

For example we considered indicators of efficiency improvement, bottom line business impact, staff motivation and morale as well as take up and speed to competency. This has now given us a measure of ‘performance benchmarking’ that is unique in the industry. But creating performance benchmarks, as we’ve mentioned above isn’t enough. It is just as important, if not more so, to dig into the best practices behind the performance so that we can act on them.

And this is where the process starts to get real teeth!  The benchmark has adapted over the years through the input of key industry players and the 1000+ organisations who have participated to date.The focus is always on continually improving the business impact of learning and identifying practical proven, good practice to help deliver performance.  Yes we can benchmark informally through excellent  industry networks, conferences and access to case studies and articles but  a professional , continually improving L&D function needs to be supported by more formal benchmarking processes if it is to rise above the flames of current market fires. 

With the help and support of industry, we are beginning to see the TM benchmark step up to that challenge.  WHilst it is primarily focussed on the way that technology improves learning innovation, this industry collaboration has ensured that the TM benchmark process is current, representative of L&D needs and reflects the full range of challenges we are facing today. As a result the feedback on the 2010 benchmark todate has been incredible – over 70% of those who have been through it say that the process has provided them with new ideas to take their learning agenda forward – and that is before they have received their personalised benchmark comparison and action plan based on best practice. 

Organisations are using it to influence change internally – as one participant put it ‘Taking part in this benchmark  is a deliberate strategy by our CLO to raise awareness of how far the organisation has to move to join the modern world!’ Others have just been waiting for an industry benchmark for L&D that reflects the modern world – ‘I believe this is the best survey I have spent my time on. The questions were well thought through and I could for once relate them to my organisation that I support’.

Well it has been an interesting first few weeks as the new coalition government is bedding in. The message clearly is that things are going to be different moving forward as the government  takes ‘ immediate and decisive action’! And for many in the public sector that action looks like it is going to mean just 4 things cuts cuts cuts and cuts!

The day after the election, those cuts were top of the agenda at the Public Sector Learning Conference ran by  Learning Pool. It was good to hear the perspective of Rob Whiteman, the newly appointed head of IDeA  on the challenges that lie ahead within the public sector and how to respond to them  .

Rob’s view was that over the next 3 years, those in the public sector can expect some  massive budget cuts with some organisations reducing by up to a fifth.  However, he felt that downsizing won’t get organisations very far. Service improvement used to be about be about increased spend and whilst cutting spend is a good shock tactic, it will not solve the problem alone – he challenged the audience ‘how do we become a people that deliver better outcomes with less money? Innovation is about change and collaboration and collaboration means that we need to engage in a way that is meaningful and often uncomfortable.

As I listened, it made me wonder if there were lessons there for those who are working in L&D within the sector as well.

Is it time for learning professionals in the public sector to sit tight and wait for the axe to fall or is it time to adapt from current manifestos and adopt new policies to come up with a new approach to delivering improved services but with a deficit of funds and support?

Change - time to let go of long held beliefs

One decisive action that I think L&D staff will need to take to make a conscious decision to lay down previous agendas  in order to address this new challenge.  This may mean changing the way that we think about how we meet the learning and performance needs of business but letting go of strongly held beliefs about the way we achieve that goal can be uncomfortable (Dave and Nick will probably testify to that!)

There are some manifestos that many of us hold onto that will not be appropriate going forward. Those traditionally holding a view that L&D departments are there to deliver courses to support the business may find that they need to do more to justify their existence or find themselves in the first line of fire. Those working with learning technologies may find themselves in a similar position. Many use technology to automate the old way of ‘doing learning’ ie providing courses on line but this may not be enough moving forward. If we can’t justify how a technology enabled approach to learning really makes a difference to critical business issues such as performance, improved service delivery and efficiency then do we deserve to be kept on the books?

What might change look like? Fewer courses (online and face to face)– that’s probably a given! What about shifting from learning to performance support? What about the learning that takes place without us – does this need to be encouraged and enabled even more in this new environment? Can we afford to design to every ‘learning style’ or should we only be concentration on the helping the organisations meet its pressing needs of delivering improved services with fewer resources?
Learning and development professionals have a significant role to play in equipping public sector organisations for change but only if we are able to change ourselves.(Check out how Cheshire ICT Services did this!)

Collaboration

To enable change we have to learn to collaborate in different ways.  Collaborating directly with the lines of business who are delivering services will be critical moving forward. As Rob Whiteman suggested, that collaboration needs to challenge the preconceived ways of working and learning in order to identify an innovative new approach to the problem.

That will mean asking difficult questions and identifying learning solutions that are unexpected. Do you really need someone to go on a 3 week orientation  course for their new role or can you help them get up to speed much faster with a combination of online resources & support, on the job tasks and support via a virtual meeting space?

Collaborating better with other departments to pool resources may also be necessary. For example, can sharepoint be used to help provide innovative learning support ( as in BT’s innovative Dare2Share project)? Can online meeting spaces be used to bring cohorts of learners together (Devon County council provides a great example of this)? Can internal communications portals be used to deliver learning – or learning portals be used to deliver communications messages?

We won’t know until we start to investigate the possibilities.

The power of Community

Pooling internal resources is one thing but should we also be looking to pooling learning resources with others outside of the operation? This will require collaboration on a scale not yet seen by the public sector and technology has the potential to provide the glue that sticks all this activity. Organisations like LearningPool  are making it possible for organisations across the public sector to collaborate together to deliver improved efficiencies.

For example,  Plymouth City Council saved £82,000 by using e-learning to deliver their mandatory Government Connect information security training to staff; the e-learning cost £3 per delegate compared to a classroom cost of £85. Plymouth then shared the Government Connect course they created to the ‘pool’ and Essex County Council repurposed it to deliver to 9,000 of their own employees, saving even more. This sharing meant that Essex was able to create their e-learning course for £1 per head compared to their classroom cost of £65.

LearningPool isn’t the only group to support cross organisational collaboration. The Charity Learning Consortium do something similar for the charity sector and Brightwave  also works in the public sector to ensure collaborative action drives down cost.  We can join these specific communities or  start engaging with the wider community via groups such as the eLearning Network   or the Learning and Skills group  .

You can also take part in the TM 2010 learning technology benchmark – a powerful opportunity to harness collective knowledge and knowhow.

Now is the time to be active, to learn from each other, to share resources and collectively start to innovate.

Communicate

How we communicate our learning offering will be critical moving forward. This is not about rolling out platitudes about learning and performance or even about technology and efficiency– time is probably passed for that.

It is critical that we really start to articulate the benefits for the organisation, to engage stakeholders and be part of a new learning culture that looks at delivering performance under pressure.  I strongly recommend the work commissioned by Becta to support businesses in building the business case for innovative learning practices . For example, their Delivering Results report helps L&D staff to articulate how to improve services, build efficiency, address the green agenda, increase productivity.   It  is this type of contribution that will be sorely missed when Becta go but the work that they have done on behalf of employers illustrates how important it is that using technology in learning is not enough to bring about change -  we also need to communicate what we are doing in a language understood by all in business if we are to be around in the long run.
 
Immediate , decisive action!

So 2010 has to be a year of ‘immediate and decisive action’ for those serving the public sector. In response to government directives for  cuts cuts cuts & cuts, L&D need to take  decisive action that  leads to change, collaboration, community and communication!

Getting results with learning technologies, 21st May 2010 from 09:30 – 15:10, London

The Skillstories Live network, convened by Business in the Community and supported by Investors in People, brings together organisations to share best practice around issues of skills development, mobilise you to take action through collaboration and share your experience, knowledge, and best practice. 

This event also marks the beginning of an exciting new relationship between Business in the Community and Towards Maturity, bringing together our mutual passion and expertise around advocating skills and innovation in the workplace.

Over the coming months, we will be finding creative ways of working together to achieve our common goals of supporting organisations in the use of learning technologies so that they are better able  respond to changing business skills needs. Together we look forward to raising the profile around the opportunities these technologies offer.

About the event – Getting Results with Learning Technologies

This event is a peer learning network for practitioners (HR, training, learning and development, in-house tutors/assessors, project managers etc).  The event will be hosted by Microsoft in London and is sponsored by Learn Direct, it will include sessions on:

• How Microsoft are leveraging learning technologies to support their own staff development and  how they are building critical digital skills through Britain Works
• Should we be demanding more? Controversial industry expert, Donald Clark will discuss new opportunities for learning innovation in business
• Kirstie Donnelly from Learndirect will be looking at the technology tools that we have in our hands today and how to make them work for us.
• Towards Maturity will be conducting a series of interactive workshops, based on our research and case studies, looking at practical solutions for addressing the challenges of implementing e-learning in the workplace . We’ll take a look at how to overcome objections, improve take up and get management buy-in.
• Most importantly there will be plenty of opportunity for peer networking and learning from each other as well as the opportunity to quiz an expert panel.

If you are a learning practiioner supporting learning in your business*, you can reserve your free place at the event or for more information please contact Anita Powell on 0207 566 6617 or email anita.powell@bitc.org.uk. There is no cost to delegates to attend, however a cancellation fee of £75 applies for non-attendance without 72 hours prior notice.

You can download more information below.

*regrettably this event is not open to learning providers and suppliers.

About  Business in the Community

Business in the Community mobilises business for good. Their members commit to take action on the key issues of today, be they people or planet, and create a unique platform for collaborative action. Business in the Community’s approach to responsible business provides a clear framework to address new challenges, improve business performance and benefit society. Their members recognise the relationship between responsible business practice, addressing social and environmental need and the role this plays in building confidence and creating wealth. BITC work across four areas of expertise in the workplace, marketplace, environment and community. By sharing knowledge and experience, and developing innovative solutions, we are a catalyst for change and demonstrate the positive impact business can have on society. 

With more than 800 companies in membership, BITC represent 1 in 5 of the UK private sector workforce and convene a network of global partners.

The Skillstories Live network is a peer learning network for practitioners (HR, training, learning and development, in-house tutors/assessors, project managers etc) developed by Business in the Community after requests from companies wanting the opportunity to learn from the experiences of other organisations and to be informed and consulted on skills developments and policies. For more information please see http://www.bitc.org.uk/workplace/skills/our_networks_and_eve.html

On April 29th, we are discussing these issues in a Learning and Skills Group webinar and will look at our mpact Indicator research and Evidence for Change programme to identify invaluable tricks and tips to help you grab management attention for your L&D programme – and keep it.

The slides for the webinar can be downloaded below.

We will be updating this article after the event to highlight:

• Top tips for creating manager apathy!
• Turning efficiency indicators into benefits
• Ideas for capturing and communicating success
• Tricks for tackling managerial indifference

Watch this space!

If you’re in the business of creating e-learning materials, then you’ll know how easy it is to get distracted from your primary goal by the contradictory pressures exerted upon you by your various stakeholders: make it as cheap as possible, as short as possible, as quickly as possible, while also as comprehensive as possible, as media-rich and engaging as possible.

As a designer of learning interventions for the workplace, your raison-d’ être is quite simple – the improvement of employee performance on-the-job; not winning awards, nor allowing management to tick all the boxes while going through the motions of delivering effective training. I have five secrets I’d like to share with you that might help you to keep focused amidst all this noise. You may even find you can get away with achieving more for very much less.

Secret 1: Don’t forget the learning

This may seem a little unnecessary, perhaps even patronising; after all, learning is your profession. However, as we’ve already discussed, the voice of the learning professional does not always rise strongly enough above those of the subject experts, technical specialists, creatives and project managers. The path to effective learning is neither obvious nor intuitive; if it was, we wouldn’t end up with so many interventions that comprise no more than a knowledge dump followed by a quiz. It pays to keep the core learning principles in mind and to keep it simple. Perhaps the best summary I’ve seen arose from the creation a few years ago of the 60-minute masters (1), a curriculum for the briefest possible course for wannabe designers, created by some of the world’s best. Here are the essential points that they came up with:

• Set a realistic goal
• Consider the content from the learner's point of view
• Hook learners in emotionally
• Present your material clearly, simply and in a logical order
• lluminate your material with imagery
• Use audio appropriately
• Put your material into context with examples, cases and stories
• Engage users with challenging interactions
• End with a call to action

Not all learning interventions are equal. Some are business critical, address the needs of large populations and have a shelf life of many years; others are aimed at smaller, more specialist audiences and may be required to meet a short-term business requirement; still more are confined to the very particular needs of individuals and small groups of employees, where information is required on-demand. These three types of interventions can be shown diagrammatically in the form of a pyramid (with thanks to Nick Shackleton-Jones):

High-end interventions demand the highest budgets and the attention of skilled professionals. They are the equivalent of the Hollywood blockbusters. The attention to detail and lengthy development schedules can be justified by the large numbers that will benefit from the end results. These are the exception, not the rule. Most needs cannot possibly justify this much effort and time.

Plan B is the rapid intervention, where the emphasis is on developing content that is good enough to do the job and no more. Plan C requires the help of more experiences or knowledgeable employees who help their peers by contributing the simplest of resources, often just text. So don’t over-engineer – match your production values to the requirement.

Secret 3: Employ willing helpers

The phrase ‘the long tail’ was first coined by Chris Anderson(2) in 2004 to describe the niche strategy of businesses, such as Amazon.com, which sell a large number of unique items in relatively small quantities. Whereas high-street bookshops are forced, by lack of shelf space, to concentrate on the most popular books, shown on the left of the chart below, retailers selling online can afford to service the minority interests shown below tailing off to the right. Interestingly, for a retailer such as Amazon, the volume of sales for minority titles exceeds that of the most popular; yet before the advent of online retailing these needs would have been very hard to service. 

The concept of the long tail can be applied as well to training needs as it can to sales of retail products; just substitute ‘training needs’ for ‘titles on sale’ and ‘target population’ for ‘copies sold’. However hard we try, as trainers we cannot hope to respond to the long tail through formal, top-down efforts. We can begin to address the middle reaches of the tail if we are prepared to delegate some of our responsibility for top-down interventions to generalist trainers and subject experts. In e-learning terms that means rapid development processes making use of rapid development tools.

At the far reaches of the tail, we have to rely on bottom-up approaches to meet the needs of small numbers. In a way this has always been the case – in the absence of any other help, an employee has never had any option but to ask for help from co-workers and supervisors, or at very least just to copy what they do. But l&d professionals can help the process along in a number of ways. First and foremost, they can ensure that employees are aware of their responsibilities as teachers as well as learners, and are cognisant of the most effective ways to pass on knowledge and skills. And where employees have access to the appropriate technology, they can make available tools that smooth the way for bottom-up learning; tools like forums, wikis and sites that enable employees to connect with experts and others with similar interests.

Good managers have always known that they cannot accomplish great things if they try to do everything themselves – they empower others and then encourage their efforts. Trainers who try to control all aspects of the training process and deny others the tools to make their own contributions, will never satisfy the needs of the long tail, and risk being bypassed in the rush to get things done in a fast-changing work environment.

Secret 4: Don’t over-rely on self-study

In a survey conducted in 2009 (3) of more than 2000 employees from eight different European countries, an overwhelming majority (87%) reported that they most liked to learn at their own pace. This should not be that surprising; after all, self-paced learning is highly flexible (you control when, where and how often) and low-stress (you are not pressured to keep up with the pace set by an instructor). This and other surveys have also shown that employees like to learn in small chunks (a sensible preference, because this is much more brain-friendly) and on-demand, i.e. without having to wait for a scheduled intervention. So self-study is more than just a tonic for the finance director; it works for learners too.  

But, of course, nothing is that simple. First of all, self-study is limited in its application, because it doesn’t address all learning requirements – in some cases the desired results simply cannot be achieved without interaction with experts, coaches and peers. Above all, self-study does not meet all of the needs of learners. However much learners want flexibility and control, they also want support, collaboration and community. They want access to real human beings so they can ask questions, share experiences and perspectives, benchmark their skills, and both give and receive encouragement.

Self-study does have an increasingly valuable role to play in learning interventions, but it cannot be relied upon as a stand-alone option. Blended solutions, like the induction programme shown below, may be more complex to administer, but they are more powerful and more likely to work.

Secret 5: Don’t get fixated on instruction

Many hundreds of years ago, Samuel Johnson advised us that “Knowledge is of two kinds: we know a subject ourselves or we know where we can find information upon it.” His point is even more relevant . Robert E Kelley (4) asked the question “Do you believe that the retention of information in your head is important for you to do your job well?” In 1986, the answer was 75%; in 1997, 15-20%. His estimate for 2006 was 8-10%.

There is far too much to know and it is changing so quickly that it is almost impossible to keep up. When a person entered a career just fifty years ago, they would have expected to learn all aspects of their trade or profession in the first five years or so, and then to apply this for the rest of their lives. Today that prospect seems ludicrous.In a networked age, it is much more important to know where to look and who to ask than it is to hold vast amounts of knowledge in your head.

This idea has even spawned a completely new approach to learning called connectivism. Canadian George Siemens (5) perhaps the most influential figure in this new movement, explains how: “Instead of the individual having to evaluate and process every bit of information, she/he creates a personal network of trusted nodes: people and content, enhanced by technology. The act of knowledge is offloaded onto the network itself.”

This has proofound implications for the instructional designer because it implies that instruction is not always going to be the most appropriate solution. It will often be more effective to limit instruction to key concepts and core skills, and then provide reference materials that can accessed on a just-in-time basis, not through learning management systems but as everyday online information, supported by social networks operating within the firewall.

It will soon be time for instructional designers to look for a new name. The purposes of online content are now much more profound and the impact of the designer can be much greater, not operating from the elevated viewpoint of the ivory tower, but as a specialist in a world in which everyone is a teacher as well as a learner.  

Note from Editor

Clive Shepherd works with Towards Maturity as our Programme Director for our First and Next Steps workshops. This article came about from one of our workshops earlier this year (February 2010) when we were looking at different approaches to improving the take up and buy in of e-Learning in the workplace.  Towards Maturity benchmark research has shown that those organisations who are responding to these areas in instructional design are definitely reporting more benefit from their investment in learning technologies - however, our research has also shown that they still remain a secret to many which is why we wanted to bring this article to more readers.  If you are starting to make some of Clive's secrets work for you- we would love to hear from you!

References:

1 -  The curriculum for the 60-minute masters can be found at http://www.learning15.net/wiki/index.php?title=The_60-minute_masters. A free implementation of the course can be found at http://www.learning15.net. 

2-  The long tail: how endless choice is creating unlimited demand by Chris Anderson (Random House, 2004).

3-  Rethinking learning, a survey conducted in June 2009 for SkillSoft by OnePoll.

4- How to be a Star at Work: Nine Breakthrough Strategies You Need to Succeed by Robert E Kelley (Times Books, 1999).

5- Knowing Knowledge by George Siemens (Lulu, 2006).

The biggest survey of learning technologies in the voluntary sector ever undertaken has revealed some interesting findings. More than 80 charities – representing more than 50,000 staff and volunteers - took part in the survey, carried out by independent e-learning analysts Towards Maturity in partnership with the Charity Learning Consortium (CLC).  Findings revealed that:
 
Learning technologies are helping charities to deliver more for less:
The top four benefits of adopting learning technologies are: improving flexibility of learning; improving access to learning; cutting costs and increasing reach – important to organisations often relying on part time staff spread countrywide.
 
Moving forward, they are expecting even more from their investment:
Over 2/3 of participants are looking for their investment in learning technologies to help increase staff retention; to improve training quality; to increase the number of qualified staff; to enhance the induction process; to reduce time spent learning; and to improve administration efficiency.

There is tremendous enthusiasm to adopt new approaches to learning:
72% say their internal learning teams are willing to embrace change.

More than 60% are looking to increase their allocation of budget in this area:
With the emphasis behind investment being more about improving learning delivery and its impact, rather than just finding a ‘cheaper option’.

“In this study we wanted to see how innovatively charities are thinking about skills and the extent to which they are using technology to address the needs of staff and volunteers, particularly when budgets are stretched but demand for a wide range of skills continues to grow,” said Laura Overton, Managing Director of Towards Maturity.

Martin Baker, Managing Director of the CLC added: “We were particularly pleased to see that more than 30% of the charities that took part make e-learning available to directors and senior managers - when directors are using learning technologies, the overall business impact from e-learning investment is significantly higher. Leading through actions delivers results and we would expect those charities where directors are e-learners to benefit.”

Moving forward, there is certainly no lacking in participant’s enthusiasm and commitment to change. But with increased budget allocation comes increased expectation of results: “In order for future investment not to disappoint, charities should take the opportunity to learn from each other – as well as from practices in the private and public sector – and this is where I hope the CLC can help.” added Martin. (Photo of Martin Baker attached.)

John LeRossignol, Learning Resources Manager at RNLI, commented: “The personalised benchmark report we received has provided a framework for learning technology strategy and implementation that I keep coming back to – in essence it has helped me to define my objectives, highlighting areas where we can further develop a culture of learning within the RNLI.”

You can download the full report below:

Other highlights from the survey include: What’s hot and what’s not in learning technologies in the voluntary sector:

What’s hot:

• Electronic learning materials (75%+ of survey participants use)
• Web resources (65%+)
• Online surveys and questionnaires (65%+)
• Online administration (50%+)

What’s not:

• Video, games or virtual worlds (<7%)
• Blogging and chat (< 11%)
• Podcasting (<13)
• Rapid development tools (<15%)

Notes to editors:

Survey participants: 76% of participants were from larger organisations with 250+ staff (46% of these were from organisations with over 1,000 staff).  71% of the participants had staff spread over multiple sites: 18% were multinational and 53% national but with many locations to serve.

Contacts: PR contact Susie Finch, email: trainingsusie@btconnect.com Tel 01453 768855 Mobile 07986 095 403. You can also contact Wendy Stanley at the CLC on 08451 707702 or Laura Overton at Towards Maturity on 07831144265.

About the Charity Learning Consortium:

Formed in 2001 by six charities looking to share learning resources, the Charity Learning Consortium (CLC) now has more than 60 member organisations and continues to grow from strength to strength. The CLC provides members with a large portfolio of e-learning, offers networking opportunities and a place to discuss best practice in the voluntary sector. Members have access to an online networking tool; shared member resources and e-learning documentation. They may also be invited to attend quarterly member meetings (dependent on subscription level) to discuss developments, take part in free workshops and watch member presentations on their challenges and successes in implementing e-learning. Find out more at www.charitylearning.org

About report authors and Towards Maturity:

Towards Maturity, an independent not for profit organisation, provides ongoing research and resources to organisations looking to improve the way they use and provide learning technologies. More than 700 organisations have taken part in Towards Maturity Benchmark research over the past five years - now considered to be the most comprehensive independent review of the use of learning technologies in the workplace in the UK. The charity benchmark was authored by Laura Overton, Managing Director of Towards Maturity. With more than two decades of experience, Laura has contributed to initiatives with the European Commission, the UK’s Learning and Skills Council (LSC) and Becta. She is a Fellow of the Institute of IT training (IITT), a popular industry commentator and is the most recent recipient of the IITT’s Colin Corder Award for lifetime contribution to the learning industry. Fnd out more at www.towardsmaturity.org

Here’s a brief summary of the day:

Previously published on our website and featured in the e-learning Age magazine, Alison Innes-Farquhar presented the very compelling Care Management Group case study which won ‘The best e-learning project securing widespread adoption’ at the e-learning Awards 2009. Using the Towards Maturity model as the basis for their strategy, Alison described how they needed to make some significant changes in training provision and how e-learning has supported a dramatic turnaround in the organisation.

It’s important to recognise that this is a care-focussed working environment with low levels of PC literacy across their workforce of 1,500 staff who are mostly front-line carers and care workers. In Alison’s own words – “there were powerful drivers for e-learning but many barriers to adoption”.  She emphasised that stakeholder engagement was critically important and they held a workshop with the key stakeholders to outline their strategy and to gain support and endorsement. She explained the clear links between clear definition of need, alignment to the business, setting the learner and work context, securing engagement, building capacity and delivering value – the very essence of our work at Towards Maturity.
They established the brand ‘Fulfilling Potential’ which subsequently became part of the corporate brand, which is a great endorsement in itself! Launched initially through a multimedia presentation themed ‘Every Moment Has Potential’ the programme has been a resounding success with very high adoption rates. 99% of their staff has completed 12,800 modules of e-learning which represents 18,449 hours of learning all in the first year. And that’s in an organisation with poor IT infrastructure, low levels of PC literacy and a workforce of front-line carers. In fact in their own internal staff satisfaction survey undertaken in September 2009, training was the overwhelming winner when staff were asked ‘what’s the best thing that CMG have done’? Terrific achievement.

Dr Edward Hammond, a qualified anaesthetist who is involved in numerous projects and with various professional bodies, presented ‘e-learning for Anaesthesia’ (eLA) on behalf of e-learning for Health at the Department of Health. Edward is responsible for e-learning standards in the NHS. Anaesthesia is the largest medical speciality and it takes 14 years to be fully trained. This joint initiative between the Royal College of Anaesthetists and Department of Health won the gold award at the e-learning awards 2009 for ‘Best Online or Distance Learning Project’.

Edward stated that the Radiology Integrated Tool Initiative (known as R-ITI) was the catalyst for the Dept of Health to look to do more with e-learning. In fact you can learn more about the R-ITI project here. There are currently 57 different e-learning projects in the Dept of Health ranging from 2 hour to 2,000 hour sessions. This particular project for anaesthetists is in partnership with the professional body using proven technology. It is made freely available throughout the NHS and shared services.

The training is complex combining knowledge, skills and attitude. They’ve learnt of the need to understand differences at a ‘local’ level in order to provide training at a ‘national’ level, and of course e-learning consistently delivers content to an agreed national standard. In this particular programme the content takes two years to complete and is broken down into 7 blocks of competency in the overall curriculum. It was good to hear that ‘learning objects’ are alive and kicking as the content features 20-30 minute segments of learning.

In fact e-LA offers the following components as part of the blended solution:

• e-Learning Sessions – Over 1,000 knowledge and scenario based sessions covering the first two years of the anaesthetic curriculum. Each session takes around 20-30 minutes to complete.
• e-Library – free and direct access to thousands of full-text journal articles which have been cross-referenced and mapped to the anaesthetic curriculum.
• e-CPD – articles and associated MCQs to support general and core topic based continuing professional development for trainees and trainers.
• e-Assessment – formative assessments with feedback that will test the user’s understanding of the knowledge based sessions and introduce students to the standard expected at the FRCA exam.

They allocate approx 200 hours of learning per individual per year with e-learning being used as part of a blended programme. There are approx 400 different authors working on the project as they seek to move anaesthetists through the 3 stages of learning, comprehension and application. As Edward explained they want to ‘make the learning experience active rather than passive, interesting rather than dull’.

Evaluation data reveals that content is used by anaesthetists just before an exam and that constant feedback is invaluable. It’s the largest single subject e-learning project in the NHS and you can learn more at www.e-la.org.uk.

Next was one of the regular contributors to Towards Maturity, Lars Hyland of Brightwave who spoke about ‘Designing e-learning for Impact’. Lars focussed on creative and effective design and using the ‘IMPACT’ metaphor he demonstrated a number of excellent examples as follows:

• Interaction – PWC and IKEA (Missing Stock).
• Multimedia – BUPA (Virtual Call Centre) and SKY (Customer Care)
• Personal – O2 (Diversity & Equality) and Virgin (Manual Handling)
• Actionable – T-Mobile
• Challenging - SKY
• Timing
  

To liven up the normal ‘graveyard’ slot after lunch the ELN held its first Pecha Kucha session which seemed to go down very well. For those not familiar with PechaKucha it was devised in Tokyo in February 2003 as an event for young designers to meet, network, and show their work in public. It has turned into a massive celebration, with events happening in hundreds of cities around the world. Drawing its name from the Japanese term for the sound of "chit chat", it rests on a presentation format that is based on a simple idea: 20 images x 20 seconds. It's a format that makes presentations concise, and keeps things moving at a rapid pace. The ELN persuaded four of its members to ‘have a go’! Claire Line of Lovells, Katherine Chapman of Capita National Strategies, Viv Cole from Redtray and Matt Brewer from Chubb who emerged as the winner! I think that grants Matt the dubious pleasure of having to do it all again!

Nick Shackleton-Jones of the BBC presented on a ‘New Framework for Learning Design’ which has been used in ‘Upfront’ a new online induction programme. What was fascinating about Nick’s session was how the focus is on encouraging people to care enough about changing behaviour, and that means that emotion is seen as being very important. After all in real life there are emotional outcomes to what is learnt so they seek to capture that passion in the learning.

Nick and his team use different presenters to help to connect with a wider and diverse audience in the BBC. He shared examples from their selection and interview process modules to show emotional context with strong authenticity. He also introduced the audience to what they call ‘tribes’ at the BBC – a term used to describe different audiences with different ways of learning. They adapt the e-learning for these different tribes in the organisation – this includes the creation of a series of A5 sized cards used for reference and to provide insight. These cards defer by tribe!

Finally Major Daisy Mundy from the British Army talked about ‘Operation Numerika’ a basic numeracy programme based on a Nintendo DS. She’s part of the Directorate of Training who follow a systemised approach to learning through needs analysis, design/development, delivery and evaluation. All soldiers have to complete level 1 numeracy and literacy within 3 years with literacy the priority.

Time is very precious for soldiers although they do have what she described as ‘dead time’ which is when they are often waiting for something to happen while on operations. This led them to consider portable devices and they selected the Nintendo DS as this would help to overcome the barriers and obstacles they faced.

They have a wide number of stakeholders and they worked with their commercial developer (Epic) to develop ‘Operation Numerika’. She stressed that over the years the army have learnt that ‘Context is King’! Apart from the Nintendo DS they are also looking at more flexible devices such as the Apple iTouch for more experienced soldiers.

So what can we learn from the event?
It’s the sheer diversity of audience, organisation and history with learning technologies that most struck me and what is being achieved.

Take Care Management Group where their staff rate the training as the best thing that CMG have done for them and that’s in an organisation with poor IT infrastructure, low levels of PC literacy and a workforce of front-line carers. ‘e-learning for Anaesthesia’ (eLA) is the largest single subject e-learning project in the NHS with structured content, assessment, qualification and reference material all part of the eLA online solution. Brightwave with their creative and effective design examples across diverse businesses. Nick Shackleton-Jones at the BBC and their focus on emotion and encouraging people to care enough about changing behaviour, and finally the British Army utilising mobile devices (Nintendo DS) to meet the needs for soldiers to achieve level 3 in numeracy.

There are always lessons to be learnt from those harnessing learning technologies and delivering value in their organisations. As a key partner of Towards Maturity the e-learning Network is a further source for guidance on best practice and future trends in technology-based learning and development at work. The eLN has more than 1500 members in the UK and beyond.

There have been some excellent reviews of the event that we'd recommend you take a look at. Buzz words to summarise the themes discussed upstairs in the conference and down on the exhibition floor include social learning,performance, mobile, games, innovation, recession, results,rapid, innovation, design,twitter and culture.

Check out the commentary: 

Congrats to Donald Taylor who did a great job in pulling the conference together. His reflections on the event - plus a link to a whole range of other reviews) can be found here. Jane Hart (together with Jay Cross) commented on the wide spectrum of understanding of social learning at the event, particularly for those where it was an untried experience - so still someway to go before we start to deliver in this area. Lars Hyland did a great summary. TrainingZone interviewed everyone they could get hold of. Clive Shepherd picked up on the great story of BT ( see below) and asked why doesn't the event use technology to engage more attendees?! You can also catch up with Learning Technologies news and gossip on Twitter at #LT10UK.

Top tips to take away

Whilst the networking is always great and it's good to spend time with like minded people who share your passions, the proof of a good conference is in what you take away and apply.

Here are some of the top tips that we picked up over the conference

Andy Jones from Thomson Reuters shared their model for developing content consisting of Subject Matter Experts (SME’s), Champions (who will ultimately deliver the learning) and e-learning consultants.

• TOP TIP for managing resources: Andy is finding it more economic in the long term to get the relevant team together in a workshop to thrash out what’s needed rather than making ad-hoc demands, especially on SME’s on an ongoing basis.

A Moodle based portal is at the heart of a centrally driven strategy with local ownership at the Ministry of Justice , hosting all training activity for 95,000 staff. The organisation wanted  to deliver greater flexibility in learning delivery to fit with busy work schedules

• TOP TIP for creating bite size learning - They’ve also created what they describe as ‘nudges’ of learning (2 minutes), ‘know-how’s’ (5 minutes) and finally courses.

David Spruzen from CMG shared their award winning story about how they overcame the challenges of implementing e-learning in an organisation with poor infrastructure, time poor staff, limited learning culture and also to engage an audience with learning disabilities.

• TOP TIP for the discouraged  - perseverance  - if CMG can do it ,anyone can!

In his own inimitable way Jonathan Kettleborough challenged L&D professionals to focus on the outputs and what really makes a difference in their organisation, while Nigel Harrison and Darrell Minards (Xerox) explained how really understanding the desired performance improvement meant that Xerox channelled their energy into the right long-term solution rather than simply ‘more training’. Darrell emphasised the need for a different set of skills for L&D professionals in developing virtual solutions.

• TOP TIP for embedding learning into busines culture - focus on performance improvement at the core - challenge the the why

Peter Butler shared BT's journey with social software to encourage staff collaboration and sharing - implementing Dare2Share in a conservative culture took planning and foresight but the results are paying off

• TOP TIP for relinquishing control - if you are implementing social learning, make sure that everyone understands their accountability and visibility of their contribution.

....to be continued!

It was originally created to provide a quick snapshot of the current e-learning landscape to help L&D professionals highlight the opportunties that new technologies. And it was made for sharing!

We have had some really interesting feedback on how people have been using the resource:

• This was first class: simple, and accessable. If I'm honest it provided me with the knowledge I should really have known! Thank you!
• I think it's a really good booklet for someone starting out.
• I have kept the booklet as a useful reference tool. Although I have not used it immediately, I know it is going to be very useful to use to give other people here an insight into what learning technologies can offer 
• I found this document very useful for researching e-learning. It really helped me to complete a CTP assignment. It also opened my mind to alternative solutions for the courses I design in future.

We would love to know what you thought of the booklet. How useful was it to you, your team and what else you would like to see it include in the future?

Please click here and tell us what you thought!

Towards Maturity  are really proud to support these awards as each category has been design to really promote excellence in the use of learning technologies for building skills and performance.  Though our partnership with the awards, we are able to bring our readers plenty of hints and tips from  previous winners and to share the secrets of their success.

You can read more about the 2009 elearning award winners here but if you have been inspired, why not give it a go?

The award categories are as follows:

• Meeting the needs of compliance for an external regulator or an internal workforce
• Best use of mobile learning
• The best use of rapid e-learning content
• The best use of synchronous e-learning
• The best online or distance learning programme
• The best learning game, simulation or virtual environment
• The best use of social media for learning (NEW for 2010)
• The most innovative new product or tool in e-learning
• The best e-learning project securing widespread adoption
• Excellence in the production of learning content - Not for Profit Sector
• Excellence in the production of learning content - Private Sector 
• Excellence in the production of learning content - Public Sector  
• E-learning internal project team of the year
• E-learning industry award for outstanding achievement - individual
• E-learning industry award for outstanding achievement - corporate

The judging criteria are clearly laid out ( thanks to the award Judging Partner - the eLearning Network) and you can check them out here.

You have plenty of time to get ready as the deadline for registration of entry is the 30 June 2010 ( with the deadline for submission of entry on the 30 July 2010).

If you need a helping hand, take a look at A judge's perspective on how to win awards! ( or download the article below!)

It’s that time of year when everyone seems to feel compelled to generate their list of ‘Top Ten Predictions’ for 2010 – or perhaps their Top Five or Top Seven! We didn’t want to feel left out so rather than compile another ‘Top Ten’ list we thought it might be fun to develop the ‘Definitive Top Ten’ list based on the thoughts and ramblings of many of those respected in the industry who are members of our ‘Community of Excellence’, sprinkled with some of our own insight.

Of course the beauty of this crystal ball gazing is that if you’re proved right at the end of the year then you clearly have an in-depth understanding and unrivalled insight into the world of learning technologies. If you’re wrong then you can simply blame social, economic and political factors that were unknown at the time you compiled your list – quite a handy ‘get out of jail’ card really!

Some of our colleagues have chosen to review their 2009 projections to see how close they were 12 months later. Others ‘played safe’ with predictions that most of us could make about operating in global markets, facing increased competition, the current economic climate and the political landscape etc so we’ll focus on those predictions that are perhaps a little more forward thinking and of particular relevance to learning & development.

At Towards Maturity, we like to think we keep our finger on the pulse, not just by keeping up with our colleagues but through our own research into what’s working and what’s not (via our implementation benchmarks) and the impact we are having on the organisations we work with (via our evidence for change programme and our latest Impact Indicator). 

So unsurprisingly we also have some thoughts of our own!

The Definitive List of Top Ten Predictions for 2010

Well it may not be ‘definitive’ but it’s ours!! It won’t surprise those of you who are well aware of the work of Towards Maturity that our list will include those things that we believe will and must happen in 2010 for L&D to be seen to be making an invaluable contribution to an organisations performance. In no particular order here’s our Top Ten Predictions for 2010:

• More focus on delivering business value ( and communicating that we do!) – ok, it may not be the most original thought but our most recent research with the Impact Indicator survey reveals that what managers look for in terms of the value and contribution of learning  is not what we’re giving them, and that’s assuming we’re giving them something! We will concentrate on aligning learning to business and ALSO improving the way we communicate our value back to managers.
  
• Web conferencing for live online sessions – already growing rapidly from our last benchmark study, we think this will become much more prevalent because many organisations already have licences for web conferencing services and will find it relatively straightforward to adapt. In effect the technology will continue to act as a bridge between pure self-study and classic classroom based training and will be a more comfortable option for traditional trainers to engage with.
  
• A continued rise in rapid e-learning solutions – Again one of the fastest growing technologies from our last benchmark, we believe the adoption of such solutions will continue at a pace and we’ll continue to see richer and more engaging tools becoming available. The economic argument for accelerated adoption is a strong one but in 2010 we should see more creative application of rapid content within our learning offerings for business (eg.to support internal communications, change, within the blend of leadership training and other talent management initiatives) and many L&D teams will feel happier that these tools are now firmly established in the mainstream.
  
• Increase in mobile learning – Mobile learning is back in vogue as a result of the new web enabled functionality that many carry around with them. Many of the others are predicting the rise of mobile learning this year as a result of new tools in  our hands – guess what - we agree!
  
• More flexible learning management platforms – We may just be witnessing the death of those large scale inflexible LMS’s we were all so excited about back in the 1990’s!! You don’t find many advocates these days so we think we’ll see far greater use of open source systems that allow you to add applications according to your needs, especially with Moodle which is rapidly establishing a mainstream audience.
  
• Frameworks for Social Learning – social learning is on almost everyone’s target list right now and for good reason. We’ve been debating it for the last 2 years and finally we will see organisations embrace the 70/20/10 rule. But to get the most benefit organisations will need to bring in more context so that busy professionals can ‘get it’ faster - we believe that we’ll see more frameworks for implementing social learning so that it starts to make sense for traditional businesses. (We've case studies on site, such as B/T’s ‘Dare2Share’ and IBM , that provide good examples of this).
  
• Scenario based learning – we’re all familiar with the use of simulations from their use in IT systems, office desktop applications and product training to soft skills, but we are going to see the emergence of more scenario based simulations such as those used in supporting the training of airline pilots and emergency services personnel.
  
• More focus on building L&D skills - we will see the continued growth in the use of informal learning communities for L&D and more learning resources and events for L&D will appear. Trainers will be more interested in increasing their basic awareness of technology opportunities and will need to know how to integrate it effectively into solution design. There will also be more focus on building strategic skills of implementation & engagement so that the terrible e-learning mistakes of the past are not repeated.
  
• L&D will become more demanding – of ourselves and of our suppliers. The economic climate and the need to innovate & make a difference means that we will no longer just commission a simple e-learning course (or classroom course for that matter) because that is what we have always done. Instead we will ask more questions about what are we trying to achieve for the business and what is the most appropriate way to achieve it. This puts ‘performance’ at the core of what we are doing as we move out of our comfort zone. Whereas learning technologies have only been used to support induction or compliance learning, L&D will recognised the need to be seen to be adding real business value (but with fewer resources) so we will see more turn to innovative applications of technology to address strategic business needs such as leadership, talent management, customer service and organisational change.
  
• More political will to see change in learning provision from the public purse - The last is as much a hope as a prediction but we would love to see a shift in policy to influence how our skills qualifications are delivered – moving from the 19th to 21st century delivery. With all political parties talking about a focus on skills as a key contributor to economic growth and the opportunities that a digital Britain can provide, we’d love to see our colleges and universities being encouraged to innovate!

We've summarised some of the other predictions and top tips from our community of excellence colleagues in the download below - looks like we are in for a great year !

It's not every day that a member of the Towards Maturity team wins a top award at the IT Training Awards, so we are very proud to announce that Laura Overton won the coveted Colin Corder award for her outstanding contribution to IT Training at the IT Training Awards 2010 held at The Dorchester Hotel on Thursday 4th February.

In announcing the award Colin Steed, Chief Executive at the Institute of IT Training said that: "Laura has been an influential voice in the IT training industry for many years, and this award recognises her outstanding work, achievement, and contribution to advancing the training profession. She is a tremendous ambassador for the training profession and for over 20 years Laura has helped organisations make the most of their use of workplace learning technologies, as well as working with government bodies and initiatives in the skills field to help them be as successful as possible. Co-author of a significant study into effective e-learning practices in the workplace, published by e-skills UK in February 2007, Laura is a very popular and well-respected industry commentator, and is a popular and much read writer in all the leading training journals".

Laura works tirelessly on behalf of all of those involved in using learning technologies in the workplace to deliver value. Her passion is for learning and seeing it directly contribute to organisational performance. The alignment of learning, through the use of learning technologies, to key business objectives is something that she has championed for many years. Her boundless energy, enthusiasm and tenacity is something that we've come to expect at Towards Maturity but it is particularly gratifying to see her efforts recognised by winning this prestigious award.

On behalf of all of those who subscribe to Towards Maturity in support of our key aims and goals, we would like to offer our sincere congratulations to Laura on this achievement.

We'd also like to recognise all the other award winners and congratulate them on their achievements. You can find details of all the other award winners via a Training Press Release here.

• Why do I need to do this? 
• Why am I learning online rather than in a classroom? 
• Once I’ve completed my learning, now what?

You can read more on this thought provoking piece by clicking on the link below.

New partnership to provide L&D departments with resources and toolkits to improve the impact of learning technologies in large organisations was announced at Learning Technologies 2010 today.

Towards Maturity and Elearnity have created a strategic partnership to combine resources and capabilities to accelerate the transformation of large organisations through more effective application of learning technologies.

Large organisations in the private and public sector are under significant pressure to rapidly up-skill new and existing staff, and respond to business demands faster with fewer. Many are turning to learning technologies as part of the answer but have had poor experiences and low take-up. Complex, multisite organisations with multiple decision makers and stakeholders often struggle to leverage the full opportunities that learning technologies can offer.

Over many years, Towards Maturity and Elearnity have built up resources and independent research to identify the activities that influence success in large organisations.

Towards Maturity has focussed on developing a unique e-learning benchmark. The Towards Maturity Model of effective learning technology implementation has been developed as a result of independent research, benchmarking 700 organisations over the past five years. The model identifies six strands of implementation behaviour that consistently deliver more business impact, more staff engagement and more take-up of new learning methods at work.

Elearnity, Europe’s leading Learning Analyst, has been independently researching and analysing the corporate use of learning technologies and other areas of learning innovation since 1996. Based on its extensive research, Elearnity has developed a detailed understanding of corporate learning technology strategies and realities together with an extensive range of supporting analysis and decision tools, independent vendor assessments, and other research materials.

The new partnership will combine capabilities to provide workshops, independent advisory services, toolkits and resources specifically to address the learning technology challenges faced by larger organisations in the public and private sector.

 ”In 2010, Organisations are taking a closer look at what learning needs to deliver to rapidly changing businesses, and learning innovation needs to accelerate” said David Wilson, Managing Director of Elearnity. “This partnership will help us to support our clients more effectively with the addition of Toward Maturity’s e-learning benchmark capabilities as well as extending the reach of Elearnity’s independent learning technology research and know-how to a broader audience.”

We are thrilled to be working with Elearnity, large organisations face two main barriers to implementing change – reluctance of staff to change and lack of skills of L&D to take advantage of what technology can offer. Through this partnership we can offer independent, practical support for organisations, grounded in years of research and analysis of the corporate market to help them step up to the challenge.

About Elearnity
Elearnity is Europe’s leading independent Learning Analyst providing independent expert research, analysis and advice on corporate learning, e-learning and learning technologies.  Elearnity provides expert independent advice to help organisations accelerate and de-risk their corporate learning innovations. Clients include: Aviva, B&Q, Boots the Chemist, BP, BT, Cable & Wireless, Coca-Cola Enterprises Europe, HSBC, KPMG, Marks & Spencer, Marsh, PricewaterhouseCoopers, Rolls-Royce, Royal Bank of Scotland, RSA Group, Unilever and Vodafone.
For more information on Elearnity research and services see:
www.elearnity.com

First Steps and Next Steps workshops will address e-learning skills gap in the UK

Independent research by Towards Maturity in 2009 clearly identified the extent to which a lack of awareness and skills among the learning and development community is holding back growth in the use of new learning technologies. In the current tough economic climate, UK organisations are looking for learning interventions which can address needs quickly, flexibly and effectively. Only by using new learning technologies can these demands be met.

The free resources and research on this site have been developed to help organisations on their journey with e-learning but over the past 12 months, we have had a number of enquiries for help in applying the lessons learned. As a result, we have teamed up with Clive Shepherd to create 2 interactive workshops.

The first two workshops support organisations on their journey with learning technologies, focusing on tangible business outputs. They draw on Towards Maturity’s strong research base and established Towards Maturity Model for improving the impact of e-learning in the workplace.

First steps - increasing awareness of the whole L&D team 

The First Steps workshop is aimed at raising the awareness of the whole L&D team. It explains what e-learning now has to offer, the benefits that UK organisations are reporting, and the skills that trainers will need in order to engage productively with the new learning technologies. It builds on the highly-successful booklet, What every l&d professional needs to know about e-learning, published in 2009.

Next Steps Workshop - building and effective e-learning strategy 

The Next Steps workshop is a blended solution aimed at the supporting the development of an effective learning strategy and engaging the key stakeholders with change. Using the Towards Maturity  model as a framework, this workshop helps organisations to identify a practical action plan to ensure that their investment in learning technologies delivers results, avoids costly mistakes and realises the full potential of learning technologies.

The aim is to provide independent advice on how to move forward with learning technologies, based on sound experience rather than abstract theories or over-hyped new fads. These workshops will play a key role in meeting this need and accelerate progress at a time when organisations are having to respond to unprecedented pressures.

Clive explains what drove their design: “These workshops are intended to be run primarily on an in-company basis and, as such, they are highly-customised change interventions rather than training courses, modelling the best in collaborative learning and working. They will work best when all key stakeholders participate fully and experience for themselves how learning technologies can improve the way that they learn and work together.”

Accellerating stakeholder engagement

Lincolnshire County Council were among the first to introduce the Next Steps Workshop to support the development of their ‘New ways of learning’ strategy. Over 40 stakeholders were involved in the programme to contribute to the strategy moving forward. Andy Brookes, Head of Organisational Change at Lincolnshire County Council says ‘Working with Towards Maturity really kick started our ‘New Ways of Learning strategy’. The Towards Maturity Model was a proven framework that would move our strategy forward and the supporting workshop has helped accelerate stakeholder engagement and buy in. We achieved in a 6 week blended programme what would have taken us 6-9 months without Towards Maturity’s support.’

Special offer

To celebrate the launch of the new workshops, Towards Maturity Enterprises are offering a 20% discount for the first 10 workshops booked by 31st March 2010.

The full press release is below, together with a case study about the work with Lincolnshire County Council.

You can also find out about Towards Maturity Enterprises and how this work supports the ongoing activity of this site at www.towardsmaturityenterprises.com. 

Free seminars - Supporting workplace priorities with e-learning – compelling evidence to think again

If you are looking for information that goes beyond the hype  to provide you with a solid evidence base grounded in  reality, then don’t miss these free seminars launching the results of 2 independent pieces of research conducted by Towards Maturity in support of Next Generation Learning in the workplace.

• Day 1 Wednesday 27th January, Theatre 4,  first floor 16 – 16.30hrs

Launch of the Towards Maturity Impact Indicator - 195 of you participated in the Towards Maturity Impact Indicator research at the end of last year providing insights into the impact that learning technology is having in the real world. The winners of the place on the ROI Institute course will be announced at this seminar.

• Day 2 Thursday 28th January, Theatre 7, ground floor, 13.30 – 14.00hrs
  

Delivering Results is a new study , commissioned by Becta, to review the existing evidence of learning technology impact in the workplace. In this session you will see how it identifies 8 business priority areas where learning technology is having an impact and provides links to a 48 case studies plus a range of resources and research all in one simple paper.

All attendees will have a free paper summarising the evidence to take away to help support your business case back at work and help you influence wary  stakeholders.

Free seminar – What every Learning and Development professional needs to know about e-learning

•  Day 1 - Wednesday 27th January , Theatre 8, ground floor, 13.30 – 14.00hrs

If you enjoyed the download of the booklet, then come and meet the authors– Clive Shepherd will be joining Laura Overton to look at some of the opportunities that technology provides for L&D staff – bring your colleagues, especially those who are sceptical.  Free print versions of the booklet will be available for all attendees while stocks last!

Free seminar - Delivering more together –quality skills provision on a voluntary sector budget

•  Day 2 - Thursday 28th January 2010, Theatre 8 (ground floor) 12.45 - 13.15
  

For all those working in the charity and voluntary sector this session  will look at the results of Towards Maturity’s benchmark with the sector last year, in conjunction with the Charity Learning Consortium. We will be looking at practical ideas to share resources and make budgets go further. (Also take a look at the award winning case study at Plan below)

Free coffee and free resources to take away at the Towards Maturity Stand – number 125

As usual you can find the TM team on the first floor, in our networking area on stand 125 (near the exhibition seminar theatres). Bring a copy of this newsletter and we’ll swap it for a free coffee!  Towards Maturity Enterprises  will also be launching some new workshops  developed in partnership with Clive Shepherd for those who need a bit of extra support in their journey with learning technologies.

A chance to hear from many of TM’s Community of Excellence.

Many of our community of excellence are also speaking at the event, here are just a few highlights!

On Day 1 -  Wednesday 27th

• The Mobile debate  Epic will be extending the popular e-learning debate from September this year to mobiles  - do smart phones mean smarter learning? (11.30)
• Social learning; all talk and no action?  from Saffron (11.30)
• See a course built live in 15 minutes from Atlantic Link (11.30)
• Building a commercial e-learning offering from the ground up Information Transfer (13.00 hrs)
• Video fear (and how to get over it!)  - Brightwave - (14.30)
• Effective training for Nikon Dealers - Kineo (13.45)
• Organisational learning - new technologies for a new world  -Thirdforce (13.45)
• Web 2.0 – what is it good for? - Infinity Learning ( 15.15) 

Day 2 – Thursday 28th

• The learning and skills trilogy – models for reaching learners, building value  e2Train ( 11.45)
• Award winning case study at Plan  - featured on this site but now meet the man himself!(11.45)
•  Being Realistic: affordable and effective scenario strategies Line Communications 12.45
• Knowledge transfer on the move – great new case study from Black &Decker (14.00)
• Beyond the hocus pocus: - new technologies are affecting corporate learning – element K (14.00)
• How to teach the world - Gatlin (14.45)
• Bridging the e-learning skills gap  - Clive Shepherd, e-Learning Network (15.30)

Avoid the queues - register for free today

The strap line of the conference was: The power of lifelong learning; innovation during a recession recovery?

Sir David Melville (Chair of Lifelong Learning UK) set the scene on the short-term future for learning and development professionals.  “When we emerge from the recession the nature of jobs and the skills needed will be different”, was his opening statement.  We lag significantly behind our European partners in qualifications and in skills. The UK workforce has to compete against an increasingly competitive and mobile Global workforce.  Those currently in work also face competition from new entrants with radically different digital skills. Those entering post-compulsory education now have been immersed in a digital environment; in 2009 60% of 13 year-olds have a web presence, in 2007 it was 60% of 16 year olds.

Young people are used to presenting themselves to others through a digital medium.  Those beginning skills training today will enter a very different technological world.  Those of us who train and educate this generation “Y” in the workplace need to understand their very different view of the digital environment; different to the majority of those currently in work today.

Will Hutton, the Executive Vice-Chairman of the Work foundation, followed this with a hard-hitting punchy presentation on the dire situation in which the UK finds itself as we struggle to emerge from the current recession.  For the last 20 years the finance sector has been the engine room of the UK economy.  We cannot afford for its growth to continue after the recession. You could hear a pin drop in the auditorium as he stated that if we allowed it to do so then in the next recession, which will come, Britain would be truly crippled by a financial disaster.  He backed this assertion up with solid clearly presented facts.

The solution is to expand the rest of the economy. This has to be skills based; in many cases skills we do not yet understand we need.  We have to earn our living as knowledge workers; by 2020 52% of us.  The UK has to make a living from the innovation and application of new technologies. We must have skills to develop techniques and technologies that are at the moment only dreamt of.  The challenge for the learning and development professional is to enable this skill development right across the board at all levels.

The theme on having to respond differently was continued by Stephen Uden, the Head of Skills and Economic Affairs at Microsoft.  He compared the learning investment made in the current workforce, the average is £1K per employee per year, in the IT sector (predominantly knowledge workers) the average investment is £2½ K The hill to climb in developing skills is massive. 

Forty percent of employers, many of whom are small companies, are concerned about the literacy and numeracy of their workforce (CBI/Anglia Nord Skill Survey).  Innovative small firms will largely fuel the recovery.  Traditionally it is very difficult to connect small employers with learning and development activity, whether it is funded or not; when they do invest the funded sector takes third place in employer investment.

Eighty-two percent of employers prioritise the employability skills of under-graduates.  The essential apprenticeship level training tends to be overlooked.  The result is that the percentage of the UK workforce employed at the technician level is 10%, against a European average of 20%.  The apprenticeship programme for Microsoft seeks to engage small employers.  This highly successful programme takes seven months to create skilled technical people (most of whom did less well at school than they should have done).

The choices are quite stark, the solution is to ramp up skills provision across the board, particularly for those in work. Technology has a key part to play in the future of learning.

Read more about the conference on the website or download the summary document

For the first time, the extensive agenda (over 400 speakers!) reflected a specific strand of sessions dedicated to workplace innovation and business results. This not only  appealed to the increasing number of delegates from private and public sector organisations, but also provided useful insights for academic institutions looking to engage the workplace better.

Naturally the Towards Maturity team were there  hunting out excellent case studies across Europe to include in our Evidence for Change programme in our quest to help readers  build the business case for learning technology. And we weren’t disappointed! Innovative use of technology to address real business problems, practical hints and tips and tangible business results flowed throughout the 2 days – it was hard to keep up!

Here are just a few examples about how technologies are helping to to break down the walls to deliver real results.

Breaking down the walls between experts and Learners to improve business processes.

When an  organisations are operating in far flung places across the globe, it is easy for some to miss out on training even when the processes and systems that they need to know about are business critical.

Nick Czinczoll, BP UK,  described some of their new approaches to blended learning to address this issue. They have established a virtual community of practice for specific area of expertise within the company such as . Each programme is comprised of a range of components - e Learning and self study, on-line classes, online collaboration and work assignments which have proven very powerful and required little effort. This has allowed them to  undertake this activity anywhere free from the constraints of a physical location as well as connecting experts (not teachers) to learners and connecting peers to each other.

As a result of this approach they have significantly reduced training costs whilst increasing learning opportunities for staff.

Breaking down walls between employees to increase sales in finance

The well quoted notion that 80% of learning is informal may ring true but addressing this issue is probably harder in the highly regulated finance world. However Francesc Fabregas, GEC, Spain and Gerard Velez from the Spanish bank La Caixa begged to differ. they introduced an informal learning environment to encourage exchange of ideas between employees  which has been used in a variety of ways to address staff concerns, communicate ideas and improve sales. For example they used the forum (with access for all staff ) to carry out a brainstorm to improve sales opportunities which resulted in over 100 suggestions and ideas which were then analysed by the ‘experts’ in the community . The focused results document was shared with 6000 staff who then applied it in their jobs. As one manager commented ‘The exchange of ideas on the part our employees strongly impacted the sale of products. The sales ratio increased from 2 products to 6 per employee after performing the action”.

Breaking down the walls between competency management and learning

Large global consultancy companies, like many of us, are under increasing pressure at the moment  to provide faster, cheaper, better solutions  to their staff. However given that their product is the intellectual capital – staff competency becomes competitive advantage and is critical to for them to manage. Nick Van Dam from Deloitte, spoke about how this has changed the way that learning and development is delivered to their 170,000 employees spread across the globe.  The company operates a rigid performance management system  to ensue staff have the required competency to meet client expectations.  Their twin approach between formal and informal, on demand  learning led them to build their on- line capability. As  part of the change they introduced a new online competency model and mapped  e content onto the competency themes.

This change was accompanied by a move to self service infrastructure based upon individual career and personal development plans which are also linked to the performance management system.
This change  was very transparent to managers and staff and all can see what is available which increased staff motivation.

Interestingly Deloitte are also breaking down walls between clients and staff via a newly  launched  Leadership Academy, a portal providing blended content and social networking for collaboration internally and externally (100+ clients involved).

Breaking down the walls in retail training

However not every retail professional has access to mobile phones in the workplace. Olaf Bursian, From Real (the german supermarket leader) described some pilots taking place at their flagship Future store  - SB Warenhaus. The future store has been designed to take full advantage of technology across all business process. They wanted to  look at approaches that would bring learning closer to staff. What devices in store can they use that have small pcs  embedded in them that could help?  They decided to work with weighing s scales and  info terminals for customers rather than the till systems ( cashiers learning at the till  would only cause queues!). Using the devices that are so near to the floor  allowed a faster transfer from learning to work.  The customer can also be easily be supported eg whilst weighing cheese , staff have access to more information to support the customer with additional information and hopefully drive more sales!  Their challenge in this approach was one of technology - how to get content to scales, how to address browser issues etc. One interesting feature was the inclusion of a panic button within the content so that the device moved quickly from the learning package back to being a scale again!

Breaking down the walls for new staff

Getting new staff up to speed quickly with products and services in order to help them deliver excellent customer services is a challenge for many and the walls that face new employees can result in them leaving quickly if you don’t get it right. Kenny Henderson of Sky UK ( who will also be speaking at Learning Technologies in January) outlined how they established a  new joiner’s portal to address  induction program training which staff can access prior to joining the company. The effect of this approach on the reduction in attrition, increase in sales and speed to competency all highlight how the effective use of learning technologies can really impact business.
Breaking down walls in 2010.

These walls have not come down by accident but by design- careful alignment to business need, appropriate use of technology to address business related learning issues and careful engagement have all contributed to the results.

These are just a few highlights, we will be following up Kenny’s story and many of the others not covered here both in this magazine and also on site at www.towardsmaturity.org. 
If Online Educa Berlin is anything to go by – I look forward to more walls being torn down in 2010 and hope that our evidence for change programme helps put  some weight behind your efforts!

Creating, delivering and using Learning Technologies requires a different skill set. Project management skills are needed. Trainers must acquire these skills to control costs, deliver on time and achieve objectives.

Here are ten top tips for Project Management?
 

1. Outputs
The focus is on hitting milestones and the results of tasks rather than the tasks themselves. A project plan identifies these milestones and gets commitment from those responsible for achieving them. The download in this section from Saffron Interactive describes milestone management in more detail.

2. Evaluation
Trainers are well accustomed to using summative and formative evaluation techniques in the context of what learners learn and changes in their behaviour. Project Management also requires evaluation of the project objectives. These will include time, cost, uptake, involvement of managers, business benefit and a number of other factors which are defined in the project objectives and the critical success factors. There is a difference between objectives of the project and the objectives of the learning. A Project Implementation Review (See Download for how it is done) checks the achievement of these Critical Success Factors; what could have been done better and what was done well. 

3. Terms of Reference
One of the essential tools of a project manager is to have unambiguous terms of reference. Trainers apply a systemic approach to development of training using Instructional System Design Principles. This requires a initial training needs analysis but terms of reference are different;; they are written and agreed between the project manager and the project sponsor before anyone else is involved. This is why those who manage projects that deliver learning must understand the issues and complexity of effective and efficient learning; they must be trainers first and project managers second.

Terms of Reference can take many forms depending on the methodology used. As a trainer the one I have found most useful is the BOSCARDIC approach. The download in this section from Training Journal on Tools of Project Management describes this in more detail.

4. Stakeholder management
Traditional training takes place under the control of trainers; usually in classrooms, e-learning takes place in the workplace under the control of line managers. This applies almost irrespective of the type of technology implemented. If line managers are not part of the process they become part of the problem. Line Managers follow the lead of Directors and senior executives. Senior Executives need to feel that Learning Technologies are invested in to meet their needs. Projects exist to deliver objectives determined by the business. e-Learning projects must also meet the needs of learners, so that they in turn have the skills needed by the business.

The Project Manager has to meet the needs of both.

The article on Project Management for Training points out the role of a Senior Executive or Managing Director. They own the project and will gain the benefit from it but only if they set out to do so.

5. Steering Group
A steering Group to whom the project managers reports is an effective way of managing stakeholders. It ensures a dialogue between trainers and the business. With the right membership the group will engage all parts of the business, ensuring smooth implementation of training.
 

6. Communication Strategy
Learning Technologies do not promote themselves. Learners may find out what is available by accident but marketing of Learning Technologies can hardly be left to chance. Every successful project has a communication strategy aimed at getting benefit from it; in the case of learning that means getting it used and implemented. Our research in Driving Business Benefit shows that for eLearning at least three different methods of communication must be used.

7. Line Managers
Because e-learning moves out of the classroom into the workplace managers have a role in consolidating learning in the workplace. The job of the e-Learning Project Manager extends beyond simply delivering the learning; they must influence line managers to do their job of developing their teams using the support of Learning Technologies.

8. Change Management
Resistance may be expected when any change is introduced. Learning Technologies create change in two ways

i)  A new method of training is introduced disturbing those responsible for delivering it as well as the learners
ii) Learning itself implies an expectation that a learner will change their behaviour; the need for that change may to be “sold” to the learner.

The project process of change management addresses the resistance that may be expected from many of those who need to be fully behind responding to the changes needed.

9. Project Phases
There is a clear progression from launch to delivery of projects. This requires a different mind-set to routine delivery of courses. A project manager needs to stay focused on delivering the end result through the various phases.

10. Quality, Time and Cost
Because a project has many variables and has frequent problems and pitfalls a project manager has to constantly trade off one issue against another. The three key trades are time, cost and quality (or specification). The critical word to use in these trades is “IF”.  If I have to save £X from the budget then the project will take longer, or less is done. Managing this triangle is a key skill and a Project Manager must be adept at negotiating.

The following downloads talk more about Milestone Management, (from Saffron Interactive) Project Management of Training, the Tools of Project Management,  and Project Implementation Review (all courtesy of Training Journal).

At a recent UK conference, an informal poll of learning and development professionals showed that whilst almost 50% of people had heard of Personal Learning Environments (PLEs), only 3% had actually used one.  PLEs are common place in academia, but in the UK workplace the take-up is not great.  According to Brandon Hall , 2009 would see five main trends in learning:

• Mobile learning
• DIY learning
• Flexible learning environments
• Virtual worlds
• Games and simulations

PLEs have been said to realise all these developments in learning and bring about radical changes to the way in which learning takes place.  This article looks at the importance of continuous, informal and social learning and considers how PLEs can meet the needs of 21st century learners.  It considers what PLEs are, and what are the benefits and drawbacks of using them. 

What is a PLE?

In describing PLEs it is useful to dispel a few myths, and consider what they are not.  In particular, PLEs are not specific software applications, nor or they systems for creating or delivering e-learning content.  Learning Management Systems and Content Management Systems are not PLEs, and in the strictest sense, neither is a Virtual Learning Environment.

A PLE is a concept based on Web 2.0 technology.  It is a browser-based collection of tools and systems which create an environment where learners access information from a variety of sources.  The main point of PLEs are that they are personal – they are learner-centric and can be whatever the learner wants them to be.

PLEs are based on the idea that most learning takes place informally, in different contexts and scenarios, and that content is not provided by one single provider.  They create an environment where learners can access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.  With PLEs, learners can control and manage their own learning, setting their own learning goals and managing both the content and process.  Importantly, they can communicate with others whilst they learn – sharing experiences and collaborating on projects.

PLE elements

 PLEs are made up of a number of different elements (known as widgets) including:

• Production tools – allowing learners to develop their own content eg via a blog or wiki
• Collaboration and sharing tools – allowing learners to share their content with others, and to work with others on projects or assignments
• Communication – allowing learners to communicate via a variety of media such as instant messaging, video-conferencing or email
• Storage tools  - allowing learners to store their own content, preferences
• Aggregating content- allowing learners to access a variety of information relating to a particular topic (eg news items)
• Aggregating people – allowing learners to join together via social networking sites
• Aggregating software – allowing learners to mash-up (or join together) various elements into one place
• Identity management – allowing learners safe, easy and quick ways of logging in to websites
• APIs and protocols – these are key requirements for PLEs to grow as a concept. Rather than locking learners into a particular platform, where content is confined to a space owned by an organisation, the learning can be in a platform under the control of the learner

Many of these elements are available free-of-charge and are easily accessible on the web and straight-forward to use.  The following picture is an illustration of some of the more familiar elements that could make up a PLE.

Benefits and drawbacks of PLEs

Using a PLE brings many benefits to the learner, including the ability to:

• Create a repository of material about a particular subject matter
• Communicate and collaborate
• Organise material in a way that is personal to you
• Learn formally and informally
• Learn at a time and place to suit you
• Learn throughout your life
• Use whatever tools and devices you want (eg mobile phone, PS3, Wii)
• Interact with friends and wider communities
• Explore a subject in an informal manner
• Reflect on your learning
• Submit work for assessment and review

However, there are drawbacks.  The sheer number of tools available may be overwhelming.  Their use is very much dependent on the learner’s computer and information literacy and their propensity to use technology to enhance their learning.  Different pedagogical viewpoints exist and it is essential to reconcile the structured nature of formal education with the informal attributes of networked learning.  For some people access to technology and software may be limited and there are data privacy and security issues which need to be overcome.

Whilst PLEs are used frequently in compulsory education, FE and HE sectors, their take-up within the workplace is limited.  Organisations may be reluctant to give employees carte-blanche use of the internet in order to access facebook and YouTube.  A cultural shift is needed, both within Learning and Development teams and IT departments to create the environment in which informal learning via the internet can take place and is acceptable.

From a pedagogical viewpoint there is a debate as to the responsiveness and intuitive nature of PLEs.  To what extent do they appeal to individual learning styles, or is it a case of one-size-fits-all?

The ROLE project

The ROLE  project is a European-wide project that is addressing the responsive and intuitive element of PLEs and building an environment which is both responsive and open.  Responsive Open Learning Environments (ROLEs) will empower the learner to build their own responsive learning environment – an environment which is aware of the learner’s preferred learning process and that reflects this back via individually-adapted content and elements.

The ROLE project is a consortium of 16 European organisations – and represented in the UK by the British Institute for Learning and Development and the Open University.  To find out more about the project visit the website http://www.role-project.eu where you can register for updates, join the debate about the future of technology enhanced learning, and help shape the future of responsive learning environments.

Article contributed by Karen Velasco

Deputy Chairman, the British Institute of Learning and Development and Managing Director, PeopleSolve Ltd.

This was the 5th year and Clive Snell, (MD of Bizmedia who are the driving force behind the awards)  outlined that the event was the biggest yet with a bumper crop of entrants of exceptional standard.  The event also saw the launch of e-Learning Age's Bringing Business Benefits Campaign, which will be supported by our own Evidence for Change programmme to highlight where e-learning is making a real difference to business - judging by last night ,neither of us will be short of excellent examples!

The Towards Maturity team congratulate everyone who walked away with an award last night and commend everyone shortlisted. Well done!

In total 35 entrants walked away with awards - here are the winners ( with comments from the judges citations)

Most Innovative New Product or Tool in E-learning

All that students learning a foreign language require with Learnosity Voice is a mobile phone and a computer. Practicing their conversation using the mobile phone,students feel empowered and more engaged in the classroom & gain a level of confidence that impresses teachers.  Click here  to see the system in action in Ireland.

• Silver winner- Caspian Learning for Thinking Worlds

Caspian Learning’s Thinking Worlds – puts educationalists rather than programmers at the heart of the authoring immersive 3D simulations - Click here for demos.

SuperConnie’s forMath program allows detailed, individualised diagnosis and feedback that tracks how users arrive at an answer as well as the answer itself.. Click here for more information.

Excellence in the Production of Learning Content - Private Sector

• Gold winner- E-FLI

E-FLI is the world’s only e-learning platform for skydiving.Its unique and highly creative approach includes a comprehensive range of 3D animations to illustrate clearly what is required of the student during the skydive, where communication between instructor and student is very limited. Click here  for a demo

• Silver winner- LINE Communications and Ford of Europe

A project  to train and communicate with Ford’s European car dealership network,  delivering top-level messages appropriate to all Ford’s European markets as well as all new vehicle launches and information for new salespeople. The project had more than 90% take-up by Ford’s 20,000 dealer sales consultants in 21 European markets – an exceptional business result. Find out more

• Bronze winner-  Legal & General

By moving from the classroom to a commendably creative e-learning solution to raise fraud awareness among its employees, Legal & General has saved over £1m in classroom costs and reduced the risk to the business. The company’s e-learning team seized this opportunity to break away from traditional templated, text-heavy e-learning with both hands, producing content that engages learners, encourages culture change and provides business benefits.

Excellence in the Production of Learning Content - Public Sector

The Upfront project has improved the effectiveness of induction at the BBC, giving new staff a sense of the organisation and its culture quickly, and reducing face to face events from three days to two (saving well over £600k in the process). Its excellent use of great resources and highly creative approach to design wowed the judges.  

The aim of this project was to improve the numeracy and literacy of children in a fun way. Exciting and appealing to small children, it is also challenging and engaging enough for parents to want to sit down and play it with their child. The learning also gives parents an option to follow up on their own numeracy and literacy by doing one of the many other learndirect programmes available – experience it at by clicking here.

Excellence in the Production of Learning Content - Not for profit Sector

St George’s Taste Of Medicine tool is free, interactive, educational and engaging web portal targeted at secondary school students aged 12 and upwards to dispel the myths that medicine is an elitist profession.. The judges liked the demonstration of shifts in learner attitudes and data linked backed to original goals. Experience it for yourself here.

• Silver winner- Family Planning Association and Aurion Learning

A groundbreaking sexual health and well-being eLearning programme designed for people with learning disabilities.

A creative mix of media and sensitive handling of the subject - Dignity in nursing- made this programme the most popular module on the RCN Learning Zone.

Meeting the Needs of Compliance for an External Regulator or an Internal Workforce

RBS has maximised efficiency, acceptance and alignment through the use of a single module for its training on recording and resolving customer complaints. The module takes into account the disparate global user group and has separate learning paths to direct staff to elements relating specifically to their roles. Dispensing with the one-size-fits-all approach allowed learners to focus on learning relevant to them, typically halving the time taken for completion.

With environmental management accreditation increasingly important if AXA PPP Healthcare was to win more new business, the company used e-learning to secure the green credentials it needed quickly and cheaply.

Continuing professional development is compulsory for dentists and dental technicians. The judges commended the Dental Channel’s provision of an excellent range of resources, and fine mix of multimedia e-learning, journals and meaningful assessments including webinars. Live webinars offer the online equivalent of evening lectures, with webcams, polling and chat ensuring that participants are actively engaged in learning. On-demand webinars provide edited versions of the live events, combined with quizzes and feedback. Read more here.

The best e-learning programme with widespread adoption

• Gold winner- Information Transfer and Care Management Group

A focus on learner needs, workflow integration and extensive internal communication drove an enthusiastic wave of adoption and very high approval ratings by CMG staff. It has also cut costs by around £300k a year. A great story about how to introduce learning technologies into an organisation. Click here for more information 

• Silver winner- Boots UK

In the year since its launch, e-learning has been taken up by 71% of Boots staff, with 250,000 modules completed – an average of 3.5 per store employee. There was a significant focus on supporting learners and fostering competition between the stores helped treble user engagement in months.

• Bronze winner- Inmarkets and Aviva

viva wanted to create a group-wide e-learning programme covering business security and spanning 20 countries and 16 languages. To win buy-in, it involved line managers and business protection staff in the content development and communication plan to create a single 30-minute course. Of the 20,000 employees targeted, 84% completed the training within six weeks. The average mark in the post-course assessments was 92%. Find out more.

Best Use of Mobile Learning

With nearly half its recruits lacking essential numeracy skills, the British Army realised something new was needed & the Nintendo DS mobile platform was the solution. Read more about the Army Operation Numerika project here.

Best Use of Rapid E-learning Content

• Gold winner- Autonomy

Autonomy developed an e-guide for Citröen  to solve the problem of car owners claiming on their warranties for car keys that don’t work properly. The car keys can typically be repaired in minutes at the car dealership. Though fast, the repair is fiddly: difficult to describe on paper but easy to master once it has been demonstrated. It took Autonomy just 10 days to create and roll out a short video e-guide explaining the repair. And within six weeks more than 1,600 dealer staff had viewed it. An e-guide that cost less than £4,000 to make is now well on the way to saving Citröen £1m.

• Silver winner- Canon and Kineo

Kineo’s task was to create a short e-learning module to communicate Canon’s key messages and approach to 500 staff attending a major print exhibition. And it was given just 17 days – and £10,000 – to deliver. Its module included an interactive stand guide to walk staff through the key features of the Canon show presence, and the use of Moodle to track learner progress and scores. find out more here

• Bronze winner- NHS 24

The e-learning module captured the screens and key functionality of NHS 24’s call streaming system so a simulation could be built to let learners practice correct call handling which was successfully built within two weeks.

Best Use of Synchronous E-learning

By combining synchronous e-learning using Microsoft Live Meeting as part of an overall blend ,Lloyds’ HBOS arm is on track to cut its accommodation costs by £730,000 a year. The programme has halved the time it takes to develop a financial adviser to competence.

Hibernia College has used synchronous e-learning to address the needs of its students whatever their domestic, economic, geographic, financial or occupational circumstances. Find out more about their online learning experience watch  see this short video about this approach at work in Pfizer.

Best Online or Distance Learning Project

The judges were bowled over by this joint initiative between the Royal College of Anaesthetists and Department of Health. The venture, e-Learning for Healthcare, created the eLearning Anaesthesia (e-LA) project to support the first two years of specialist training in anaesthesia leading to the College Fellowship Examination Part 1. This is not the only award e-learning for healthcare have – find out about their work with Radiologists in this short video

The BBC World Service Trust set up an online journalism training project for Iran called ZigZag to bring online learning modules into an interactive space that incorporates a blog, a forum, podcasts and social networking. The project promotes freedom of expression and widens the scope for media diversity in Iran through user participation.

Hibernia College’s Irish Higher Diploma in Arts in Primary Education (HDAPE) is a blended programme that currently produces around half of Ireland’s qualified primary school teachers. find out more here

Best Learning Game, Simulation or Virtual Environment

Caspian produced a two-and-a-half-hour simulation for the Royal Navy for its new recruits giving new recruits a realistic preview of their future conditions and working environment, and helps them get to grips with life onboard a frigate. It does so through a game: on board the ship is a saboteur, and the learner must find and fix the equipment he has sabotaged, locate the saboteur, and disarm his bomb before time runs out. In doing so, the learner explores the frigate and its cramped noisy compartments.

This authentic, challenging and engaging simulation teaches students as young as 14 the basics of starting their own business. find out more about how colleges include the game in their classrooms.

The game, 5S Challenge  appeals to users’ competitive nature through real-life scenarios to teach and assess knowledge on lean business systems. Learners discover a pizza  restaurant is disorganised and its staff demotivated, and score points for decisions that improve the business. find out more here

E-learning Internal Project Team of the Year

A very small team had to deliver an e-learning approach that would be fully adopted by a geographically diverse group. Its computer-based training course offers a high level of interaction and video narration by real trainers. It has proved highly effective with learners and dispelled the myth that CBT is just a book on screen, or cheap alternative to classroom delivery. The success of the project has enhanced the perceptions of e-learning in the company and the reputation of Aviva in its key partner relationships. It also created cost savings for Aviva and other business benefits. The judges praised the team for improving the way business operates.

E-learning Development Company of the Year

Commended for their high standards of work and customer satisfaction, excellence in design, innovation and demonstrable results. Find out more about Brightwave at http://www.brightwave.co.uk/

Every one of Nelson Croom's customers would recommend the company to other businesses - Find out more about Nelson Croom at http://www.nelsoncroom.co.uk/

E-learning Industry Award for Outstanding Achievement - Corporate

Highlighting Unicorn’s 21 year record of profit and growth, the award recognises the outstanding contribution Unicorn has made in delivery of learning and development to the UK financial sector. Find out more.

E-learning Industry Award for Outstanding Achievement - Individual

To read details of the judges citations - click  here.

Here is a taster of some of the events coming up:

• 
  16th November - L&D 2020 - Shaping change in workplace learning ( Training Journal 1 day event, Cambridge)
  

This event is a continuation of the important programme of work focussing on the critical skills of L&D professionals moving forward. 

For more information - http://www.trainingjournal.com/directories/events/training-event807.html

• 17 - 19 November - Learntrends ( Free online international conference)
  

A series of free online events that are looking at  convergence in workplace learning & features Jay Cross , Charles Jennings and many others ( including TM on 18th Nov at 6pm!)

For more information  - http://learntrends.ning.com/page/learntrends-2009

• 20th November - Next Generation Blended Learning (eLearning Network 1 day event, London)

A fantastic line up of speakers ( including Clive Shepherd, at this popular networking event on a critical subject! 

For more information - http://www.elearningnetwork.org/content/next-generation-blended-learning

•  2 – 4 Dec - Online Educa Berlin (International conference , Berlin)

If you are able to get to Berlin this December ( 09), we’d love to see you atOnline Educa Berlin – they have a very strong focus on work place e-learning this year with some excellent speakers and workshops focussing on a new era of workplace learning.

For more information - http://www.online-educa.com/programme

• 27 – 28 Jan 10 - Learning Technologies 2010 ( UK's largest learning technology event , London) 

LT2010 has just launched it’s conference programme ( – given the popularity of LT09, we’d recommend that you book early to avoid disappointment.). There is also a free exhibition with over 50 seminars so book the dates in your diary.

For more information on the conference and exhibition - http://www.learningtechnologies.co.uk/index.html

We are gathering the stories in a number of ways:

• The Towards Maturity team have been reviewing previous stories on site to pull out the facts and figures behind their success
• They have also been working with businesses directly to help them quantify their benefits
• Towards Maturity Community of Excellence partners are contributing their stories
  

Our aim is to provide a single place for evidence that will support learning and development professionals who are looking to build their own business case for change. But it is not only for TM’s readers, we are working with e-Learning Age Magazine to promote our findings through their Bringing Business Benefits campaign and will be sharing findings via the online communities of our partner organisations ( such as e-Learning Network, Learning and Skills Group and BILD).

Here is just a taster of some of our findings over the first few weeks of this work:

Evidence that learning technologies improve speed to competency

• e—learning for Health  - Benchmark test groups highlighted that their blended learning approach reduced the time to bring newly qualified radiologists up to agreed competency levels  from 16 months to 7 months
• The Priory group - Effective use of learning technologies in their Foundations for Growth has improved speed of induction – allowing new care homes to be opened in weeks rather than months. ( Foundations for growth has also saved approximately £9 million since inception, calculated from cost and time savings)
• Identity and Passport Service - Opened 68 new offices, employing 600 new staff within time and achieving a return on investment of approximately 2:1
• Coventry Building society- Technology allowed compliance training to be tailored to role reducing the time to prove competency and was £169,000 cheaper than previous methods
   

Improving sales

• Ford Academy - Sales people completing the e-learning have recorded 2.4 additional car sales per year

Examples of Productivity Gains

• Hilton - Overall, 71% of Hilton International employees have been able to save more than one hour per week because of their improved English skills made possible by online learning.
  

Carbon savings

General efficiencies

• Dental Channel - The savings for dentists for over 1,500 learner hours of interactive conferences that have been delivered probably exceeds £280,000.

 We will be adding to this list over the coming months and would love to hear from you if you have evidence to share that will support other's in engaging their business with new ways of learning!

10 years ago, almost to the day, every staff member of the company I worked for was called to a special meeting to hear about a significant new event in the world of online learning. 

Together with my colleagues around the globe, I was interested to hear what was going to be unveiled.  After all, since the mid 90’s I had been involved in implementing some very state of the art learning  over the internet with equally state of the art organisations who were looking to address the pressures of working in a global economy. At that time, a number of those organisations were using engaging content, practicing in virtual labs and were supported by 24x7 online mentoring to support their IT qualifications. Earlier in 99 we’d seen the launch of a web-based virtual community full of educational resources and information, where learners could interact with each other and with experts in real time. At the end of the 90’s I had seen so much change hit the industry as a result of the internet so quickly that I wasn’t sure what could be next!

E-Learning happened next – I was working for a company called CBT Systems and at that October meeting in 1999, we were introduced for the first time to the term e-learning.  The core idea behind the term was about using the internet to redefine  how we learn, moving away from the traditional  course and assessment sandwich ( online or face to face) and instead breaking down the core elements of learning ( instruction, collaboration with peers and experts, assessment and ongoing application) to offer a seamless flow of learning opportunities to busy staff. 

 New ways of learning for a smarter workforce?

Along with introduction of e-learning, we were also introduced a new company name -  Smartforce as the focus of this e-learning was to enable a smarter workforce who are better prepared and supported for the knowledge economy and internet age.   The press release announced Smartforce e-learning  as ‘reinvention of learning for the Internet Age, with e-learning empowering individual learners and enabling enterprises to gain a competitive advantage in today's ever-changing business world.’
Despite the hype surrounding the introduction of e-learning ,  the concept of a reinvention of learning  ( both online and classroom) to encompass knowledge sharing, performance support  and  practice took off. Masie went on record to talk about the ’ e’ in e-learning standing for experience, extended and expanded learning  and Marc Rosenberg’s excellent book  on e-learning in 2001 provided clear guidelines for changing the way that organisations learn for competitive advantage.

10 years on

Yet 10 years on I attended the e-learning debate at the Oxford union and the same Mark Rosenberg who stood up to say e- is for enough!

The 2009 e-learning debate ( hosted by Epic)  was around the motion that ‘this house believes that the e-learning of today is essential for the skills of tomorrow’  .

Those for the motion  ( led by Prof Diana Laurillard)  were arguing that e-learning , defined in the widest sense as the use of technologies across the formal and informal learning process ( including performance support, online books, games, mobiles) is absolutely essential to address the rapidly changing knowledge and information needs of staff in the workplace today. Examples were given, statistics were shared and I found myself in agreement with everyone on the panel, their argument’s resonated strongly with my own concept of e-learning formed 10 years previously.

Those against ( led by Dr Marc Rosenberg) highlighted that e-learning today was woefully short with poor quality content, death by powerpoint and lack of market penetration indicating that we have a long way to go. David Wilson rightly commented that the main areas that e-learning was used for was induction compliance and product training- all of which were useful but how much was essential for the digital skills, leadership skills and innovative thinking needed for tomorrow? Again I found myself in complete agreement.

What has stopped us living up to the promise? 

It was clear that 10 years on, e-learning as a term had failed to live up to the promise outlined in October 1999. I believe a number of factors have been responsible for that. The original execution of e-learning via a single proprietary system (mysmartforce)  was not appropriate, the social acceptance of engaging with others online did not exist then as it does today, the dot com crash crushed confidence and the 'enron factor' in the early 2000’s put the whole world on regulatory red alert. All of the e-learning industry’s resources were diverted into compliance training, which to be honest probably kept it afloat but stifled innovation.

However some took hold of that original vision and as tools became more widely available , more learning solutions embraced the power of the internet to  addressing customers service, leadership skills and problem solving – the essential skills of tomorrow. Organisations like Thomson Reuters, BT, Cisco and IBM are embracing web 2.0 to ensure that they harness knowledge from within. 10 years on I can see that the e-learning that does exist today (and was first defined in 1999) and can address the essential skills of tomorrow so I voted yes. 

But I completely understand why the vote was overwhelmingly won by the No’s.  I am in a privileged position to see how the most innovative companies are making this work and are redefining workplace learning as a result. But our research also shows that many more are not getting the same results and most of the time, as a result of dumbing down, their e-learning experience doesn’t even match what was available 10 years ago!

So what to do to move on?

Chatting with Phil Green after the debate, I commented that I felt that all the building blocks are that we need to create the type of learning interventions we need to keep pace with the future are in place today and more accessible than ever. But Phil, ever the architect, commented that it is what you build with them that counts, a building is only as good as its design and I agree.  We need to focus on the skills and approaches of L&D staff to take full advantage of the opportunities in our hands.

For learning and development professionals I think it is time to feel the fear and do it anyway! – take time to push aside the negative experiences and preconceived ideas about what e-learning is and isn’t in order to work out how to take these tools and create solutions that will meet your organisations needs today – the future is in your hands.

For those in the e-learning supply side, we need to be open to innovation as well – where can technology add value to your customer’s needs, do you need to redefine your existing models of e-learning? How do you keep flexible enough to keep ahead of the curve?

This debate was very timely in my view – bringing the industry’s thoughts back to the original concept of e-learning – one of reinvention, agility and adaptability and relevance. I believe that e-learning of yesterday was essential for the skills of today but I agree that the e-learning of today is questionable. Lets makes sure that the e-learning of tomorrow (and I mean tomorrow- we don’t have time to wait another 10 years) lives up to its promise.

1. Sakai as Learning Infrastructure: Introduction and Development Directions –  John Norman:

Sakai is an open source platform developed by a number of the world’s leading universities to provide online support for collaboration and learning scenarios. John Norman from the University of Cambridge is obviously very knowledgeable of Sakai as they are heavily involved in the development of the next version. John’s presentations confirmed my belief that there are many different organisations that have different requirements of a Learning Management System (or Managed Learning Environment) and although the academic & corporate sectors both need a system that manages learning the methods they’ve adopted to achieving it are poles apart!

For more information on Sakai go to: http://sakaiproject.org/portal
 
2. Online performance management - Oliver Daly

Martin from e2train provided some research & statistics on Learning Management Systems and refuted the idea that the LMS as a product was on its last legs! He talked about technology infrastructure and how much more popular Software as a Service (SaaS) is these days He also put forward the top 5 ‘must have’ features of an LMS.
 
 
21st Century learning management - Matt Brewer and Barry Sampson

This next session was an interesting exercise. There were four groups and I’d been asked to facilitate one of them. The first ‘round’ was to ask the question what would ‘this role/person’ expect from a learning management system. Each group and facilitator had a difference role/perspective
• The Learners
• The business / Management
• HR/L&D professionals
• IT professionals
 
My responsibility was to look after the ‘management’ group and keep the ideas flowing from the participants. After a time I moved round to the next group with the large piece of paper containing an almost illegible (due to my writing) mindmap that had been constructed by the first group. The next group of participants built on the first group’s ideas. I then moved on to the final group who had a difficult task of working out how this would be achieved.
 
Our discussions were from a managers perspective, the system would need to be ‘all singing all dancing’ but most of all simple and intuitive – which does not happen often with IT systems –  more features usually means more complexity. Managers also wanted the system to seamlessly integrate with all other business systems.
 
We concluded that for the majority of the features it is down to the LMS suppliers to provide a system that is as flexible as possible however there is also a major responsibility for an organisations senior management to ensure that all departments work together rather than against each other or even going off independently doing their own thing. Particularly L&D, IT and Comms departments should be using the same software rather buying their own separate systems.
 
5. Do you get what you pay for? - Fiona Leteney

Then it was my turn:
Whether it is a 3-piece-suite or a pair of shoes I’ve grown up believing ‘you get what you pay for’. So when recently I was presented with a choice of price tags: ‘free’ or a cool ‘million’ for Learning Management System (LMS) licences, which one did I advise my client to choose? During this session I presented four case studies to illustrate when a free, mid-range or expensive LMS is right for an organisation.
I described how I helped a number of clients purchase their second because they were not happy with the first. It really does depend on the individual situations whether their organisation should go for which category of price tag. Surprisingly (or not) one size doesn’t fit all!
 
The whole day was very enjoyable and it will not be my last e-learning network event. The next event is on the 20th November 2009 for further information go to:
www.elearningnetwork.org

This article is full of handy snippets of practical advice and thought provoking comments. "Human speech adds a personal element that activates our inherent social responses", "It is quite common for people to recoil in horror when they hear a recording of their own voice."  are just two of the interesting statements in the article. Others are: "Learning is improved when a complex visual is explained by audio rather than text", "Use a second screen so you can see what the participants see", "use a short live video introduction" and "live sessions are rarely an end in themselves" are just some of the thought provoking comments that Clive makes in this article.

If you are planning to be a tutor in a live virtual conference or lesson, perhaps as a guest tutor then this is more essential reading for you. If you are making decisions about on-line delivery technology then this is useful background; will the tutors you select have the right skills for on-line classroom delivery, if not will they be able to aquire those skills?

This conference round up provides a summary of some of the future directions outlined by industry expert Bob Mosher and some practical hints and tips from the workshops.

The  challenge - from training deliverer to broker & facilitator

‘The economy is rocking a conservative industry [L&D]’  said Bob Mosher, Global Chief of Learning Strategy and Evangelist with Learning Guide solutions  who opened the conference with a challenge - ‘We live in interesting times – Learning and Development professionals are being asked to do more with less and yet businesses need L&D more than ever to remain vital and vibrant’.

Bob has been an active and influential leader in the learning industry for over 25 years and is renowned worldwide for his pioneering and innovative approaches to learning  and e-learning in companies such as Microsoft . He also won the IITT’s prestigious Colin Corder award for Outstanding contribution to the IT training industry.

In the opening keynote, he highlighted the pressures on L&D to respond to cut budgets but increase quality and the need to harness technology more effectively. However more e-learning and standard blended learning approaches were not going to cut it as they often didn’t address actual learner needs. 

The concept of creating an holistic learning ecosystem was  discussed with the L&D professional moving into the role of learning brokers – facilitating learning at the moment of need for the learner. I found the 5 points of learner need outlined particularly useful:

1. when learning for 1st time ( formal)
2. when wanting lo learn more (formal)
3. when trying to remember or apply
4. when things change
5. when something goes wrong

These  moments of need recognise that formal learning clearly still has it’s place ( points 1 – 2) but that we need to also support learning at other points of need as well ( points 3 -4). He quoted Alison Rossett’s thoughts  on the need to move on from talking about informal learning and shift to ideas around performance support ( which are more likely to attract budget from decision makers). 

Practical advice was given regarding first steps in this new role of broker and facilitator. The audience were urged to review the current performance support assets within the organisation – job aids, communities of practice, help desks etc and align them against the 5 moments of need to make them more accessible. An enabling infrastructure was also recommended.

Finally the group were challenged not to be a ship in safe harbour – the staff that we are supporting are out at sea in difficult times – now is the time for L&D to set sail into the storm and do what we are supposed to do to support performance in rapidly changing times.

This shift in role is becoming a reoccuring theme - Nick Shackleton-Jones at the BBC has shared similar thoughts with Towards Maturity and Training Journal's L&D 2020 research confirm the shift as well.

Practical ideas from the workshops

The Event provided plenty of practical hints and tips as well - here are just a few of my favorites!

Social Media and Networking - free tools at training fingertips.

Barry Sampson outlined the web 2.0 tools that we need to be aware of if we are to think about offering choice to learners and to learn ourselves. Business networks like LinkedIn are great for research and ideas, social networks such as facebook are better for conversations and relationships (eg to help new graduates feel at home in a new location!). Nich networks such as Ning help you bring together people with common interests to share and reflect. Blogging is also great to encourage reflection and social bookmarks great for sharing, as are tools such as google docs.

Turning classroom trainers into multimedia stars

Julie Wedgwood from Cheshire ICT Trust provided a stellar performance as she shared her journey to help her reluctant training team to embrace the tools that Barry had been highlighting earlier. Her 21 lessons was a programme designed to help trainers try out new things in a safe environment - every lesson was great - but the simple things really worked.

For example each team member was asked to follow 3 RSS feeds of their choice and feedback what they had learned to their team after a week - a practice that not only introduced them to a new technology but a new way of keeping up to date. Other lessons included using free tools for evaluating learning, keeping attention, reflection, sharing, storyboarding and many many others! All were based on exploring and experimenting in a safe environment which resulted in a transformed learning experience for staff.

Career Management

Paul Jagger from IBM highlighted how L&D staff can take practical steps in managing their career in a recession. He had hints and tips such as using LinkedIn, volunteering ( both in work and outside), job shadowing and continual learning.

'However beautiful the strategy, you should occasionally look at results'

Claire Line from Lovells took us through a session on areas to consider for an effective e-learning strategy - practical ideas included understand what success looks like for your stakeholders and then deliver ( not always about ROI,in Claire's case it was about billing time), understand your audience and use local champions to encourage change.

Find out more about the IITT's Trainer 2009 event here.

Phase 1

The first phase of the project had three main elements. We started by identifying trends and developments that might impact the world of Learning & Development.  We described these trends under 36 headings grouped into the four areas of Society, Work & Business, Technology, and the Brain & Psychology.

We then developed the second main element of the project, the scenarios. These were three possible futures that might emerge for Learning & Development and were designed to stimulate discussion about how L&D might respond in the different situations:

• L&D is queen – impact of learning is clear and learning & well-being are highly important for organisations, learning is for whole life not just work.
• Organisational necessity – economy and competition are tough, learning is focused on just immediate work issues and is seen as a cost to be contained.
• National learning – UK Plc is struggling and the government is driving the learning and well-being agenda, companies are reluctant to invest in training.

Out of a short series of workshops and dialogue with other colleagues came a number of emerging conclusions, the third element of this first phase of the project.

Emerging conclusions

L&D is changing and will continue to change. The scenarios describe some very different possible futures and yet some key themes emerged which reflect the changes as being evolutionary rather than revolutionary, continuing travel along the path that some organisations have already started.

• The importance of continuous, informal, social learning will continue to grow and will require L&D professionals to become competent in creating the conditions for this to occur.
• Individuals will increasingly look for ways for their informal learning to be recognised (accredited) to demonstrate their value in the market.
• The skill of learning will become increasingly important and people will need to be helped to become even more effective at learning for themselves and with others.
• Whilst individuals will find ways to learn for themselves, the role of the line manager in focusing and reinforcing learning will continue to be crucial.
• New technologies are not just ways of delivering the same content differently, they open up new opportunities for people to learn.
• The boundaries between L&D and Organisational Development will blur further as learning is embedded into the way organisations work.
• There will be a shift in balance of the L&D professionals’ skillset towards greater business understanding, change management, organisation development and use of new technologies.
  

Phase 2

The second phase of the project is sharing these ideas more widely to create a dialogue with leading practitioners in the L&D field through workshops and events. Another crucial part of this phase of the research is looking for organisations that are reorganising their L&D functions and changing the skills that are required for their L&D people.

So far we have identified and interviewed four organisations: the Civil Aviation Authority, the Department for Work and Pensions, Legal and General and Rolls Royce and you can read the case studies online.

All the organisations so far investigated are at different stages along their journeys and while each organisation describes its needs in different ways there are some clear, common patterns appearing. There seem to be three basic groups of necessary skills or knowledge: business understanding, the technical skills of learning and development and an understanding of consulting or business partnering.

Some consulting organisations talk about T-shaped people those who have a broad understanding of the business (the top of the T) and an in-depth knowledge of their specialism (the upright of the T) and these two dimensions are then deployed through their consulting skills. This model of thinking might be a useful for L&D people to think about their own skills.

L&D professionals need a comprehensive understanding of what L&D can do, how it can do it and what new approaches might be possible, as well as understanding the evidence base that supports these. Depending on the role, they may also have a portfolio of possible delivery options that they themselves can deploy.

They will have a broad understanding of business, be comfortable engaging with business managers at the highest levels and challenging them about their business issues, and care deeply about the business that they work in. They will deploy these L&D and business capabilities through their consulting or business partnering roles, which will allow them to build strong working relationships, diagnose issues and manage the change or  project process with either internal or external resources.
 
Different roles in different organisations will, of course, require a different mix of these three main areas. The major difference, though, that came through from all the interviews was that the difference between ‘new’ and ‘old’ L&D professionals is the focus on the business outcome rather than the L&D process, and the flexibility to do whatever it takes to achieve this.

Finally, it is also worth reflecting that, while the examples above have focused on the skills and knowledge required of L&D practitioners, all those people interviewed also mentioned the importance of the right attitude in achieving success as an L&D Professional.

The L&D 2020 project is ongoing and TJ is keen to hear from organisations who believe they are doing things differently. If you are willing to share your story please contact Debbie Carter at debbiecarter@trainingjournal.com

To find out more about the research so far and about the workshops and events for 2009 and 2010 please click here.

• Personal brand challenges professional qualification as a sign of quality
• Impact of informal learning on CPD
• CPD in real time: ubiquitous performance support
• Measures that matter
• Looking forward

Middlesex are amongst the pioneers of Work Based Learning (WBL)at HE level and since 2005 has been a nationally recognised centre of excellence. WBL has been defined as; “A modern way of creating university-level learning in the workplace”. It offers customised learning programmes tailored to the specific needs of the organisation, designed to be flexible and high standard. The programmes are modular, part-time study, and focused on real work based projects designed to offer maximum benefit to the organisation. This approach to integrating qualifications with real work requirements has the potential to address important higher level skills in the work place whilst minimising the disruption to important day to day running of the business. So we were interested in finding out more!

MODNet is an interesting partnership of learning providers from across private and funded sectors looking to extend this approach to WBL by providing specialist learning and training programmes which complement employee’s existing skills and knowledge, helping employers develop expertise within their workforce.

This ranges from small chunks of just-in-time learning to long term strategic partnerships.
Lord Sebastian Coe was the keynote speaker. He emphasised the holistic approach that MODNet can provide, stressing the importance of blending previous experience and new learning disciplines, pointing out that: “You cling to the experiences you have had in the workplace when you change career.”

Bruce Dickinson, rock musician and Director of the Brighton Institute of Modern Music gave a great example of this process in action when he spoke of his experiences following a WBL programme at Middlesex. Bruce gained an MA in Educational Management and states that: ‘Middlesex’s unique approach to WBL  supported me by recognising that my past achievements had value and putting me on an appropriate level of programme.    ...I was supported to achieve this whilst working full time in a demanding job, and around family commitments.’

He is now a keen advocate of this method of learning, saying that: ‘WBL is my first choice when looking at professional training for industry based professionals.’ ( you can find out more about the impact of this process on Bruce's career and business by clicking here)

MODNet also offer accredited training, research and consultancy services, including the ability to accredit existing in-house training and extend its impact through customised work-based projects.

In 2008 the IWBL issued this statement: “Rather than expressing frustration over management and individual capabilities, business leaders must implement effective learning and development programmes, and performance management tools to enable them to enhance their performance.”
MODNet provides employers with a successful method of achieving these aims.

For more information about MODNet visit www.mdx.ac.uk/wbl

The free 20-page booklet, helps trainers to understand just how extraordinary the opportunities are for improving the impact, accessibility, flexibility, timeliness, cost-effectiveness and environmental friendliness of learning and development interventions. And most importantly of all, it shows trainers how they can play a vital role in bringing this all about.

The booklet has been written by Clive Shepherd, one of the UK’s most prominent thinkers on learning and development and currently chair of the eLearning Network, and Laura Overton, Managing Director of Towards Maturity CIC. Towards Maturity Enterprises Ltd will also work with the authors to provide online updates for those registered to receive them.(click here to register)

Towards Maturity's research over the years has shown that technology can make a considerable impact on learning in the workplace when it is applied effectively to business problems from the start. From Towards Maturity CIC's perspective, our aim with this booklet is to provide a dynamic resource for trainers who are looking to take their first step but want to make it count. By providing easy access to independent information and real-life case studies, we hope this simple resource will help l&d professionals to build confidence and save time!

This booklet has been created to support Next Generation Learning in the workplace, a national initiative , led by Becta to improve the awareness of the benefits of adopting technology in learning. The booklet is initially available as a PDF download through TrainingZone.co.uk, Towards Maturity CIC and Learning and Skills group, and then subsequently in print form as an insert with Learning Technologies magazine.

What does the L&D community think about the booklet? 

Donald H Taylor, Chair of Learning and Skills Group: “The Learning and Skills Group, along with the Learning Technologies and Learning and Skills events, is delighted to support the ‘what every l&d professional needs to know about e-learning’ booklet. We feel this is an invaluable contribution to our profession’s understanding of this increasingly important aspect to learning at work.”

Verity Gough, Editor, TrainingZone.co.uk: “We are excited to be supporting the ‘What every l&d professional needs to know about e-learning’ booklet. With technology changing so fast, it can be daunting trying to keep up with the times. This booklet will help even the most ardent technophobe get to grips with all the latest developments.”

Barry Wilding-Webb at Devon County Council: “I have been involved in learning and development in the public sector for 25 years. During that time I have been continually looking for new and exciting ways to engage adult learners in learning. While I enjoy and fully appreciate the value of face-to-face training and facilitation, there are pressures on professional trainers to be innovative in different areas now - those areas of cost benefit and value for money - while not sacrificing the quality of the learning experience. The 'what every l&d professional needs to know about e-learning' booklet illustrates how a variety of organisations can embrace the technology that can support their learning and development strategy, and the case studies are real examples of this and show what can be done. I would recommend this publication to any learning professional looking to implement blended learning within their organisation."

Keep up to date with new developments

The Booklet has been published by Towards Maturity Enterprises Ltd and you can keep up to date with new case studies and resources linked directly to the chapters by logging on at www.towardsmaturityenterprises.com/contact.You can download the booklet directly below and it is also available at the following addresses:

• http://www.towardsmaturityenterprises.com/first-steps
• http://www.trainingzone.co.uk/topic/learning-technologies/what-every-ld-professional-needs-know-about-e-learning
• www.learningandskillsgroup.co.uk

You can also join colleagues in an online discussion around the content via Training Zone.

 Booking 2 months ahead of the start date, I thought that it would be perfect for the quieter summer months and of course it never works out quite like that and as the workload became more frantic (of course everyone else is away!)I found myself thinking that I would have to pick up the phone and cancel – I am glad I didn’t!!

What does More than Instructional Design (MID)  cover?

Firstly we looked at the 'seven levels' of learner from school leaver through to PHD and considered motivation for learning and  how each level potentially uses technology in learning (based on some of Trainer1's own research over the years). This was a great way to start as it became very clear that one size fits all will not work ( those involved in compliance learning beware!).

We then went onto explore  some of the 'greats' of ID: Gagne, Kolb, Bloom, Race, Wager and others and considered the theories. It was great to have a reminder of the theories and to challenge them in the context of using technology in learning design for different levels of learners. The core discussion was around how do you encourage someone do something differently particularly in a fast changing business environment.

For me one of the highlights of the progamme was on day2 when we looked at lessons about design from Guttenburg and others – bringing in design concepts from the world of print and advertising to help create online content that draws the learner in and ensures that they remember what they have seen.

The session covering models to help in planning design again helped to demystify some of the jargon in the industry – we considered  models like ADDIE, ASSURE and UVID plus one of Neil’s own but I would have liked to had more time to discuss whether they really are useful in a time where content has to be delivered faster than ever before to respond to business demands.

We spent the final afternoon in a practical exercise looking at the elements that might be needed in the design of an e-learning course for making a cup of coffee. This was great fun and by then everyone wanted to start to think about applying what we had learned – the trouble was that we did not get quite enough time to do this justice although it was fun to let creative juices run riot ( and it was quite riotous-  at one point we ended up searching you-tube for content that might help with health & safety guidelines and horrified ourselves by finding clips of people burning themselves with boiling water – don’t go there!)

What I was surprised that I learned?
I thoroughly enjoyed Neil’s research on learner styles and preferences – did you know for example that learners through from school leavers to board level all relate to You- tube style video content . When it comes to text – blue collar and white collar workers don’t scroll down to read text. School leavers and board level read the first paragraph only and strategists read everything that you throw at them!

I also found that the work on page design, text font and positioning of content compelling – fonts such as arial are a no no as they are not designed to be remembered – only to grab headlines. White text on black backgrounds might look good but is less likely to be remembered.

That formula 1 is not quite as boring as I first thought! – the course was held in the Williams F1 centre and the tour included was fascinating!

Who would I recommend this for?

This was a great introduction those starting out in e-learning via the self paced content route – whether you are building content yourself or buying it in.  It is not deeply technical so perfect  for those who want to be innovative in learning but do not profess to be  geeks!

From the reaction of the group that I was with, it works regardless of the delegate’s sector background – my co learners were from global organisations,an FE college,  small businesses, charities and training providers.

What will you get from it ?

The course acts as a great reminder of important instructional design theories (not a bad thing for those involved in course design full stop, let alone those designing with technology!).
It also demystifies some very useful methodology jargon so that you can  hold your own when your potential provides discuss the merits of e-learning design methodologies.
Understanding what will be remembered on the page will help you to evaluate online content from providers as well as avoid costly mistakes in your own design.

What won’t you get from it?

Certainly you won’t get bored! – Despite the fact that this is predominantly a theory based course, Neil Lasher’s anecdotes and occasional (very bad ) jokes will stop you from  falling asleep after the excellent lunches.

I also found that you don’t  get much time to consider the implications of the instructional design theories for the wider context of blended learning  - the application of the theories was constrained within this programme to the design of self paced content. I was a bit surprised that some of the constructivist theories of learning were not included here as that would have opened up a wider opportunity to consider peer to peer generated content, informal  learning and other important areas that provide context for self paced content.

My own scores on the doors:

• 7 levels of learners – very useful to show that one size doesn’t fit all – 10/10
• Coverage of ID theories  and e-learning design models– 8/10 ( would have liked to see constructivsm included too as an option).
• Design tips and theories – 10/10  ( one of the best bits for me!)
• Choice of media for a e-learning intervention – 7/10  ( would like to see a bit more on other technologies that can be used to engage the levels of learners
• Venue & fun factor – 10/10
  Neil Lasher’s jokes – 1/10!

Find out more

For more information on dates and prices go to http://www.trainer1.com/mid.html

Just before Liz retired, she spent some time with me looking back at some of the achievements of unionlearn under her leadership.  Liz Smith was the TUC’s Learning Services National Officer prior to unionlearn being established in April 2006. Under her direction, unionlearn is now the biggest union learning organisation in the world, set up to encourage lifelong learning amongst members. Last year alone it brought a range of learning (from basic skills through to management and higher level learning) to quarter of a million learners.

Unions and learning

The main image that the public have of unions is often based around their focus on improving the conditions of pay and wellbeing of their members.  But they have also had a strong commitment to learning and development both within the unions themselves and also for union members in order to open up life chances for all. Over the last year for example, one of the key tasks of the organisation has been to help unions protect their more vulnerable members from the effects of economic downturn.
The formal learning system lets many people down but learning can transform lives by building self confidence and opening new doors. The workplace is a good place to start as it is where most people spend most of their time. One of Liz’s visions for unionlearn was to help workers contribute, build their skills and have the opportunity for progression.

Union learning reps – role models at the coal face of business

This learning focus is attracting a new kind of union activism on a local level – unionlearn have now recruited over 23,000 union learning representatives (ULRs) from within the union network, 35% of these individuals had not been involved in active union work before. They act as a peer role model to encourage individuals to overcome their preconceived ideas about learning.

The ULRs operate in workplaces where unions are recognised to promote learning providing advice and support and to work with employers to identify learning via the workplace, considering the right format of learning for the individuals and negotiating terms around learning such as time and opportunity to learn. They work to encourage managers to value learning, to ensure that employers allocate time for learning and encourage staff to make the most of the learning available and are active supporters of the flexible and accessible learning offered by technology. (For those of us working to get business engagement with new ways of learning – the ULRs could be handy to get to know – but more of that later!)

Harnessing technology in the workplace

Liz Smith’s legacy at Unionlearn includes the creation of a strong foundation in the effective use of learning technology. Liz strongly believes that it is critical to provide choices for individuals who operate in different personal and workplace contexts.  The traditional classroom had let a lot of people down and was often limited; the effective use of learning technologies within programmes increases the opportunity for fairness and equality.  As a result unionlearn have been at the forefront of identifying ways of stimulating innovation and identifying good practice with learning technologies.

However they were careful to walk before they could run and initially established a joint project with learndirect to establish U-net, a network of learning centres in the workplace, union offices and within TUC education centres. Learndirect offered an established range of products with back-up and national tests together with a network of learning centres where staff can work at their own pace but supported by others. There are now over 400 union led centres some in partnership with learndirect and others with local providers .They vary in size, some serving hundreds of workers, others being outreach pods that serve hard to reach workers – a model which is unique to the U-net network.

This year, the U-net network was subject to an Ofsted inspection and it has to be said, the results were glowing! The report places U-Net among the best providers in the country, awarding a Grade 2 for all aspects of learning provision. Ofsted judged overall success rates for skills for life learning as above national average and, importantly in an economic downturn, that ‘learners develop good skills and improve their employability and careers prospects’.  Ofsted also praised the influence that the U-net service had on progression as more than half of the skills for life learners went on to additional learning programmes. Significantly, the report highlighted that learners themselves cited the ULR as the most important factor in getting them involved in learning. Ofsted also said that the ULRs offered  outstanding peer support that involved being a mentor, advocate, advisor, negotiator and role model – in fact a model definition of a workplace e-learning champion!

Practicing what they preach

Unionlearn don’t just support the idea of using technology for their members, they also make sure that it is incorporated within their own reps, providing ULR’s and union reps with the opportunity to experience flexible blended learning first hand. TUC education offer union reps training on a wide range of subjects ( including courses on tackling racism, health and safety and other key topics as well as learning programmes for the ULRs) and have worked with unionlearn to make sure that they can be offered online to support work life balance of participants.  The ULRs also use an online tool called the climbing frame to help them provide appropriate advice and guidance as they consult with staff members so technology really is a way of helping them to connect and serve those that they are looking to inspire.

Unionlearn are also pushing the boundaries of new innovation, working in collaboration with partners including training providers, sector skills councils and business. A good example is the work of the Bloom project – through the Bloom project (bite sized learning objects on mobiles), ULRs worked on a project investigating the use of mobile phones to support Liverpool’s taxi drivers!

Having good experiences with online learning (both personally and for the members) also helps ULRs to support online learning in the workplace in creative ways. For example, the ULRs used a steering group approach to help breath life back into one energy company’s learning centre. Investments had been made in an onsite learning centre but it lacked buzz, had no input from staff and was inaccessible to those who may have needed it most. Through a steering group approach, the ULR were able to help turn the resource around and it is well used, an integral part of management thinking and a place where learning success is celebrated.

Is unionlearn just another quango or are businesses missing a trick?

Naturally Tom Wilson, Liz’s successor, would beg to differ and feels that employers which work with trade unions on workplace training to beat effects of the recession could really benefit saying ‘Evidence shows that those organisations which work with unions on learning often see better industrial relations, lower sickness and absence rates and big increase in morale.’

Having now met more of the individuals behind unionlearn at the party in July, I find myself agreeing with Tom.  From my conversations with Liz,  I see that ULRs and the team she is leaving behind at unionlearn continue to be passionate about the same things that most of the rest of us are - delivering more skills to more people,  supporting career progression, developing talent and introducing innovative learning methods  to engage those who’s needs traditionally have not been met.
For those that know the Towards Maturity research, we know that reluctance of staff to change is the most significant barrier to the effective use of learning technologies in the workplace. More successful businesses are more likely (amongst other things) to focus on individual need, motivation, choice and career progression.

For those employers who are struggling to engage staff, particularly those that are more vulnerable in the workplace, the peer to peer support of union learning reps could be a godsend! They are local champion on the ground, speaking the same language as staff and encouraging staff to learn and take advantage of new opportunities. They work with management to encourage a culture of learning, are well equipped by their own learning and are tireless in their campaigning for change.
Whilst Liz has now stepped down, she has left a great legacy but she would still like to see more collaborative working with employers – she believes the work of the ULR’s is not just about skills activism on the ground but a strategic approach to individual and business success. It is critical that local regions, sectors, individuals and businesses are able to be in a position to respond to change and building skills innovatively is a lifeline.

Find out more about Unionlearn at http://www.unionlearn.org.uk/

This article is also published in www.e-learningage.co.uk

Are Virtual Worlds a serious contender as a corporate learning tool?

The evidence shows that they are already a useful tool for Higher Education; over 80% of Higher Education institutes in the UK are users of Virtual Worlds for educational purposes according to the Virtual World Watch  Experimental research work in schools also reveals Virtual Worlds make a difference to learners.  A project called Schome Park  has been used by The Centre for Research in Education and Educational Technology (CREET)  at the Open University.  One hundred and forty nine young people were given access to an island in Teen Second Life .  One such learner commented “one thing I am really grateful to Schome Park for doing is making me feel more confident about trying new things, also about helping others if I know something they don’t, through communication.  Learning certainly doesn’t have to be a pen and paper – I much prefer learning through the Schome way, because it has much more bearing on RL (Real Life) than a load of stuff I would have forgotten in a year’s time.”

The fact that it is valuable to business is demonstrated by CISCO saving US$6m with just one virtual event  (Blog date May 14th 2009).   This update highlights the social phenomena of Second Life, the business benefit of Virtual Worlds and the opportunities for learning and development in work-based learning including a number of examples. Previous articles at Towards Maturity have introduced virtual worlds, and reported on the rise of serious games. This paper makes the case for Virtual Worlds to be taken seriously and presents some examples of their use for corporate training.

Social Phenomena of the Virtual World

The most widely used Virtual World space is Second Life.  This was launched by Linden Labs eight years ago on 23rd June 2003.  In February 2009 CNN reported that Second Life had, worldwide, six million users.  It would also appear that more of these users are outside the USA than within its borders.  Even if we accept the general estimate that 10% of registered users of technologies are actually active, this still gives 1.6 million active users in Second Life.  Users spend real money.  A short report by PA Consulting reports a daily turnover in excess of US$700,000.   PA Consulting themselves have opened a Virtual Presence in Second Life, primarily as a marketing channel for recruiting but also to gain hands-on experience of this environment.  The commercial opportunities of Second Life are being exploited by large companies.  Big brands like Vodaphone, Coca Cola and Sky News have a presence  in Second Life.  In May 2008 Business Week reported 340,000 active users and in an article called The (Virtual) Global Office  explored the business benefit of 3D spaces.

Politicians regard Second Life as worthwhile expenses.  David Milliband has recently become a resident as has Mark Field , Tory member for Cities of London and Westminster.

There is some doubt about the number of registered users in Second Life, their activity and how much revenue is actually spent.  Other Virtual World tools, such as Forterra, OpenSim and Blink 3D have much less hype surrounding them and a lower presence in the consumer world.  They are more likely to be used for serious corporate implementations as described in the next section.

Virtual Worlds as a business tool

Companies are using Virtual Worlds for internal meetings; particularly those with a Global reach.  Companies like IBM are investing in Immersive Workspaces from meetings to replace travelliJune 2009 IBM launched their Virtual Collaboration for Lotus Same Time Service. The Virtual Space has boardrooms, auditoriums and collaboration ng.  In spaces.  In a recent survey by the research firm Think Arm and reported in Information Week on June 25th 2009 more than half the respondents said that Virtual Spaces were less expensive than face-to-face meetings that often include travel and accommodation costs.  They were considered by many to be more cost-effective than web conferencing.

The article also describes the use of this Virtual Space by Northcentral Technical College in Wisconsin.  The college provides on-line Courses within IBM’s 3D environment.  This is considered to be more businesslike for educational use than consumer focused on-line worlds such as Second Life.  In May 2009 CISCO held a major strategic leadership conference to align all functions of the company worldwide on the key priorities for the coming year.  The web site report  (blog date May 14th 2009) described historical costs averaging US$2,800 per person and typically 3,000 attendees.  The cost for the Virtual Conference looks like being less than US$700 per person.  In addition with 3,000 attendees saving perhaps typically two days of travel time it also makes 6,000 person days of work saved in addition to the $6million cost savings.

Virtual Worlds as research tools.

In Second Health members of the Medical profession explore, discuss and shape a shared vision of the future of health care.  They do this in two Polyclinics to experiment and experience how new medical facilities could be designed and built.  This Virtual World includes an interactive Virtual Hospital Bay (including patient, pump, pulse oximeter and notes) to assess the potential of Second Life as a medium for the delivery of complex clinical training environments.  Watch the scenario played out on You Tube.

The same environment demonstrates the use of virtual worlds for training. The modern medical world is full of gadgets, complex to use. The Dept of Biosurgery and Surgical Technologies at Imperial College London built a scenario-based simulation in Second Life for learners to practice using modern medical devices. This demonstrates how virtual worlds can be used for learning. Participants were able to learn and practice in a complex but safe environment where they could make mistakes without risk to any real patients. Watch the scenario   play out on You Tube

Virtual Worlds as a Learning Tool

There is significant evidence that Virtual Worlds are useful educational tools.  In the Virtual World Watch of 22nd June 2009 John Kirriemuir reviewed the use made of Virtual Worlds by UK universities (over 80% of them do so).  In his report he quotes a typical view ‘Virtual Worlds have become a core technology for our teaching, learning, research and collaboration’ - Fiona Lyttleton, Virtual Worlds development adviser, University of Edinburgh.  Whilst a number of subjects, such as Health & Safety, Art & Design and Computer Science, are well represented in these Virtual Worlds the subject area that is leading the field is that of Health & Medical Science.   He comments this could be because the subject matter lends itself more easily to such development or may be due to the (relative) ease of funding for such applications.  An additional thought is that the critical nature of health care justifies greater fidelity of learning as mistakes may have fatal consequences as with aviation where full fidelity simulations have been used for many years.

As well as Higher Education, Virtual Worlds are being explored as a school environment.  Through a Becta  funded programme the Open University established a Virtual World suitable for school and home (hence Schome Park).  Resident teenagers have a high degree of control of their environment, local rules and what happens.  See www.schome.ac.uk for more detail of this exciting application.  The Schome Park initiative was led by Peter Twining of the OU and in a recent article in the May 2009 British Journal of Educational Technology he comments that “in the industrialised countries dissatisfaction with current education systems is most evident in the compulsory education sector, particularly those designed to cater for teenage learners.  This is reflected in growing rates of dissatisfaction in schools, growing teenage truancy and the increasing migration of parents away from school and towards home schooling”.

 Peter argues that changing this dissatisfaction and engaging the large numbers of disappointed, disillusioned and disappeared learners in education will require a complete re-think of education.  This must go beyond the reform of our existing systems because this will fail to deliver a workable solution.  The degree of change needed is too great.  Certainly the comments from within Schome demonstrate an active engagement by many residents.  Although there were also many who failed to engage in discussion and collaboration. 

The last word on Schome should come from its “residents” (learners).  “I’ve learned stuff just from chatting to people and hearing what they have to say”; “You always get a feeling that you can apply the skills and experience here to RL (Real Life)”; “Just talking to new people too it builds up confidence”; “I’ve learnt so much that I didn’t know before, it’s amazing what a real close community can do.  I particularly notice that no matter what the problem, there’s always some bright SParker  that will be able to help”; “This project is very liberating.  You can speak to other people without the hang-ups of real life, like appearance”; “You can be the real you without the judgement that is considered normal in the real world and can pursue your interests with the help and support of other like-minded individuals”.  It is self-evident that learners within Virtual Worlds find it a sociable and collaborative atmosphere for learning; possibly for some, more supportive than real life.

Corporate Training and Virtual Worlds

Given that Virtual Worlds are here to stay and have a future in education, conferencing and consumer activity it seems inevitable that they will become platforms for learning.  Will this engage the 43% of SME employers who provided no training to their employees in 2007/2008 as reported in the Annual Small Business Survey 07/08.  Given that implementing learning is a management issue not a technical issue the answer is unlikely.  However, given some of the cost and availability advantages it is likely that Virtual Worlds will become a much more popular learning environment.

One example that bridges the gap between education and work is a Virtual Work Experience  development by Careers Scotland. Careers Scotland (Highlands and Islands) struggled to find work placements for teenagers.  The very dispersed communities away from large centres of population means that there is a very limited range of employers suitable and offering work experience.  Currently this offers 24 different work environments.  The simulation includes video clips of real life situations and interviews with people in various job roles.  Although it falls well short of a true Virtual World it demonstrates a bridge between education and corporate training.

Current examples of corporate Virtual Worlds are few and mostly in large companies with topics where mistakes have disastrous consequences; defence and medical topics. Daden Limited  has developed an immersive training environment of paramedic training.  Learners are “transported” to the scene of an incident, given all the normal tools available to them and have to carry out procedures and make decisions as they would in the real world.  Scenarios are facilitated by tutors who give real world feedback.  Learners ‘talk’ to the patient (either with text chat or voice chat) and the patient responds appropriately.  Both forms of interaction have their advantage, as one student commented “scenarios are much easier to use with voice to collaborate more naturally but with text you can go back and see what everyone has said”.  Both tutors and learners found it a positive experience; two comments: “I found that students assessed the patient as they should.  The students were able to talk about ways to assess the patient and discuss each step in detail before moving on” and from learners: “Making decisions helped learning”; “Decisions would be better if it affected the scenario more”; “Sometimes hard to realise what could and couldn’t do. Quite impressed by functionality.”

Watch a BBC on-line video of the programme and download more about this example of virtual worlds for serious training at the end of the article

Also from Daden (see the download section) is training for fashion designers in how to set up a fashion; of wider applicability to all those constructing public shows and events learners can set up, store and sequence lighting in a similar way to real-life. Once combined with avatars wearing fashions designed by the fashion students, and a full sound-system learners were able to recreate the whole fashion-show experience within the virtual world..  Read more about this in the download section at the end.

Incredible Sims Limited have used their Virtual World tool kit to develop a Submarine 3D World.  This is a Trafalgar Class Submarine.  It is absolutely vital that sub-mariners are closely familiar with a boat-systems layout.  Through the 3D experience they can explore and navigate their way through a submarine’s layout and recognise where systems can be found.  In June 2009 the BBC broadcast a brief synopsis of this training simulator viewable here

The British Army has development mathematics training (as traditional e-Learning modules) that is then put into practice by learners in a Virtual World.  Learners have to calculate loads and travel times to route a truck in battlefield conditions over temporary routes to arrive at a destination at a given time.  The Virtual World provides a practical ‘real world’ example for learners to put their newly gained mathematics knowledge into practice.  It also motivates them to complete their mathematics study. Learners work as teams to solve the various problems presented.  This scenario is primarily motivational in nature, the game being a stylised version of a battlefield.  Nevertheless it enables the theoretical knowledge gained through traditional e-Learning to be put into practice immediately.

Pixel Learning has created a Virtual World for a major US retail bank.  All 27,000 employees complete regular diversity and inclusion training.  This is so that they recognise the value of alternative views as well as ensuring their organisation is compliant with legislation.  The scenario is based in an alien space station where not one character is of the same ethnic origin.  Conflict needs resolving and disciplinary action may be required.  Users draw on previous knowledge and experiences to complete various tasks and challenges.  Although in an alien environment with no human forms the scenarios and content reflect those of real life.  This hybrid experience allows the simulation to reinforce specific concepts, thus allowing the user to take a step into a ‘character’s’ shoes instead of their own.

Read more about this in the download section at the end of the article

Pixel Learning have also developed an enterprise game created with the intention of familiarising learners, be they students or adults, about what running a business truly involves, introducing business concepts such as marketing and finance, business silos and the cause and effect factor of decisions.  Current use of this has been in classroom sessions both with school children and adult learners in further education. Business simulations in general, (see Towards Maturity article) are attractive as a means of training. One that allows entrepreneurs to drive businesses forward has the potential to be a powerful learning environment; after all what better way to learn to run a business than to compete with a Virtual Enterprise in a ‘Virtual Apprentice’ programme.

Read more about this in the download section at the end of the article

Conclusion
The principle driving force behind the investment in Virtual Worlds and by extension Serious Games is a The principle driving force behind the investment in Virtual Worlds and by extension Serious Games is a consumer-driven business. This presents all organisations with opportunity for the re-use or modification of games for serious training purposes, thereby saving a significant proportion of development costs as well as enhancing learner engagement, but balanced by the enduring need to meet formal training objectives and respect the laws of physics within the virtual environment.   The initial dialogue between the commercial game and  formal  training sectors could be characterised by an exchange which took place at the 2005 Serious Games Summit in Washington DC: thus, Marc Prensky, an educational futurologist and presenter, cited with approval a remark he had heard from a game developer who had said "Whenever you add an instructional designer to the team, the first thing they do is suck the fun out!"; whereupon a member of the audience (and presumably an instructional designer), Ricardo Rademacher, retorted that the converse could also be argued: "Whenever you add a games developer to the team, the first thing they do is suck the education out!".  Since then mutual understanding and respect have allowed the development of many successful collaborative applications. There has to be a balance between the game and real world benefit.

The motivation for many learners in corporate learning is to do their job better.  If the Virtual World is closely aligned with doing their job better than they are likely to find it a valuable experience.  The other potential for Virtual Worlds is to simulate situations in which mistakes would have unfortunate consequences.  Learners can learn from their mistakes in a Virtual World without harming others or damaging property.  Any procedure concerning safety therefore lends itself well to the Virtual World experience.

Click here to listen with the BBC iPlayer ( 28 mins).

In the programme, Peter Butler , Director of Learning at BT discusses why BT has gone down this route and shares practical lesson’s from implementing BT’s Dare2Share (you can also read about this progamme here).

Karie Willyerd, Chief Learning Officer and Charles Beckham, Chief Technologist at Sun Microsystems comment on their Social Learning Exchange and highlight how they help staff create content that can be easily found by others and how the programme was rolled out virally across the organisation.

Peter Day also explores the business drivers behind social learning, how it fits with more traditional approaches and some of the barriers. Peter Day's blog commentary provides an intersesting discussion on the challenges this approach brings to corporate culture.

This is well worth a listen for anyone considering how they might harness the informal learning that is already taking place in their business.

Thank you to Eric Davidove for sharing the link with Towards Maturity.

Whilst acknowledging that training is frequently cut back during these times he outlined three ways in which his Party would support employers.

1. Supply side reform. They would make investing in skills less bureaucratic.
2. Boosting apprenticeships. Paying bonuses to every small and medium sized company that took on an apprentice.
3. Overcoming doubts of that investment by making sure the money goes direct to the employers.

With regard to F.E. and H.E courses he stressed the need for them to be much more demand-led, citing a need for good collaboration between employers and trainers, creating responsive and dynamic training opportunities.

The method of funding in these areas was described as ‘complex, convoluted and opaque.’ Under Conservative rule the funding council would be reinvented as a slim structure possibly known as the Skills Funding Agency.

Funding for Adult and Community learning was also mentioned with £100 million extra to be pledged for providing re-skilling routes.

He summarised his thinking in three points:

• Elevate the practical. Have faith in vocational practical skills.
• Need for immensely flexible teaching and learning e.g. part-time learning, distance learning, modular learning. 
• Elevating the role of the teacher. Belief in the power of learning and the role of the educators.

He ended the interview with this statement;

“ …the 1944 Education Act talked about education for democratic citizenship. I say we should aim for no less with our generation in our era. Let’s be bold and ambitious for what we can achieve. As politicians we can play our parts but much more important are the teachers and the learners that really make the difference.”

You can watch the full interviews on Youtube by clicking on the following links

John Hayes MP Interview -  part 1

John Hayes  MP Interview part  - 2

Thank you to BILD for this great interview.

In addition research findings from Cegos reveal the gap between what employees want from e-learning and what L&D are delivering, and while survey findings from LMMatters and Training Zone confirm that the use of learning technologies will grow during these recessionary times, there is still a major challenge for all those in L&D to adopt new skills to fully harness the use of learning technologies. 

But perhaps there’s a further dimension to be brought into our thinking. A recent white paper from Infinity Learning provides a complimentary insight into how traditional career paths are disappearing and the role that learning technologies can play in adopting a new approach. It addresses:

• Has the traditional career path gone forever and how can effective learning support a new approach?
• What does the new career look like?
• How can learning technologies help individuals, managers and organisation adapt in the changing arena of career development in three priority areas:
  1) Plugging the training gaps and building competencies
  2) Building commitment for change
  3) Adaptability, performance and learning to learn from experience

In real terms it clearly pays to listen to what the providers have to say because they are going to be shaping their product and service offerings based on what their clients are telling them and what they genuinely believe the overall market is looking for. After all it doesn’t make a great deal of sense for the provider community to put their energies into products & services where there is no interest or demand.

The leading providers forge very close working relationships with their clients. They do that based on a thorough understanding of the client’s needs, the culture and the target audience(s) so inevitably provider strategies should be driven by client needs and expectations.

A full summary of who presented and what was covered is available by downloading below, but the list included:

Owen Rose from Information Transfer presenting a case study on the Care Management Group using the Towards Maturity model, Carole Bower from Edvantage Group talked about Collaborative e-learning Development and Stuart Chadwick from Kineo provided a number of examples on the use of Rapid Learning.

 Learning Technology Solution of the year

This Award is presented to an enterprise that has carried out a  training project using one or more learning technologies that demonstrates high quality and innovation - in terms of both content and instructional techniques - and that has made demonstrable performance improvement for the organisation.  This award is not longer about e-content solutions alone but can include a wide range of learning technology tools, infrastructure, consultancy etc.

We are certainly excited about the opportunities this will open up to showcase the excellent work being done in this area.

Instructional Designer of the year

This will be presented to an individual who has delivered a piece of work that shows exceptional instructional design and impact on the leaner and organisation.

Other categories include:

Training company , Training Department (public sector), Training Department ( private) , Internal training project, External training project, Venue, Innovation in Training Services, Staff Development programme, Training Manager, freelance trainer and Trainer of the year.

It is free to enter and you have until the 30th of September to prepare your submission.

Find out more here.

For hints and tips on how to prepare a great submission - click here.

The venue was not particularly well signposted, I’m glad I’d looked it up on ‘Google Street View’ so I could recognise the building I was aiming for. From the outside it was grand and steeped in history but as I walked through the glass front doors it opened into a light airy modern venue. The rooms and offices on three floors wrapped around a central coffee bar meeting place. A perfect metaphor for the conference first day which was to be all about Social Networking technology and where/how it meets traditional learning.

As I walked through the door, I was relieved to see a familiar face, holding the ‘Informatology Forum’ clipboard; I was directed to a welcome coffee and the first session. Stephen’s organisation continued like clockwork as usual, a credit to him and his team. They were even able to accommodate my late change of mind with respect to my choice of workshops, even though they were over subscribed. The venue struggled to keep pace with his exacting timetable but the occasional delay in refreshments gave impromptu networking opportunities so did not detract from the day for the delegates although it did present some extra work for the team.

The new format on that first day was the addition of hands-on workshops, along with traditional lecture theatre style presentations. The theory was we were able to try out the social media software in rooms equipped with PC’s. With only 45 minutes for each workshop and the majority of delegates knowing nothing about the subjects (they were there to learn), often there was only enough time to log into the application. Some workshops worked well, others would have been better as demo’s; I think it depended on how feature rich the software was and whether the presenter was able to picked out one or two functions to show, rather than cram a days training into 45 minutes. That said every single workshop that I attended was enjoyable and informative:

• Wordpress by Mike Little (not just a blogging site): www.wordpress.org
• Moodle by Ray Lawrence (how would you use the Moodle LMS): www.howtomoodle.com
• Elgg by Jane Hart (a platform to bring it all together): www.c4lpt.net/
• Facebook by Nick Shackleton-Jones (how to use the groups & create video): www.facebook.com
• Google Apps by the Google team: www.google.com/apps

So the new subject was social media; although I know a bit already and have been using twitter for a while, by the end of the day I was on overload. All these products that were new to me, the question remains should I be using them?

My highlights of the day 

Now that a few days have past I can reflect on the highlights of the day:

1. The Google team were impressive, I enjoyed the session from the Head of Learning Technologies at Google EMEA, initially charting the ways I’ve learnt and researched through my life. Illustrating how IT has followed real life: e.g  the questions asked of a mother that were answered with the forerunner to the hyperlink: “ask your father”! Culminating in a reference to Google Wave that was previewed only weeks earlier (see this Youtube preview for more info) and must be the ultimate (to date) in on-line conversation/collaboration platforms. One of the workshops I attended demoed Google Apps – again impressive, I just need the time and opportunity to try them out.
   
2. On a personal note, I’ve been putting off joining Facebook determined not to succumb to peer pressure in an attempt to keep my business and social life separate. However as it was Nick Shackleton-Jones from the BBC giving the Facebook workshop I decided to listen to what he had to say. He talked about the use of ‘Facebook groups’, illustrated using the one he set up for e-learning professionals with over 4000 members. I now have that feeling that I’m missing out on an opportunity here so checkout if Nick managed to convince me or not – can you find me on Facebook? To find this group if you are in Facebook go to settings>applications>groups> then search e-learning professionals.
   
3. In the final open Q&A session I raised a question that had been discussed at a clients of mine the previous week. Are we ready in the L&D departments to take the criticism/abuse from the learners if we ask for a star rating and comments at the end of an e-learning course? The feeling from the meeting was ‘we have to be’. If we are going to improve, we have to give the opportunity for people to comment publicly however this will only work if we are willing to listen and can be seen to be acting on what we hear.

A great day of learning and networking, I’m even more convinced now that social media/learning will compliment e-learning and that the informal will improve the formal. There will be pain in the short term I’m sure, as we open up to the world for comments and also learn to use these tools that are now so readily available.

Was the journey worth it? Absolutely!

The Department has been created by merging BERR  ( with it’s focus on business support and employer relationships) and DIUS ( with it's strengh in innovation, research and skills).

Pat McFadden MP, the new Minister for Business Innovation and Skills spoke about the aims of the new department at the 3rd annual conference of Unionlearn a few days into his new job on the 11th of June.

In his speech he said that the aim of merge of the 2 organisations was to pull together all the key elements needed to help the country through the current economic difficulties and in the long term, to try and shape the economic future of the country.

Building Britain’s Future – New Industry, New Jobs (a report produced before the budget)  was the genesis of the marriage between what was the Department for Universities and Skills and the Department for Business and Enterprise. In a world that is changing radically, the UK needs to build on its strengths and build on capabilities that will enable the country to take advantage of the changes we are facing in areas such as :

• Improving efficiency – delivering more quality with fewer resources
• Addressing global completion & increased international supply chains
• Responding to new technologies that are transforming business process
• Shifting to low carbon thinking – the need to reduce travel and open up opportunities
• Meeting demographic changes.

In his speech at Unionlearn’s event, the Minister went on to make 3 points about learning that he believes are essential in these tough economic times:

• Learning is critical to support the vulnerable
• Learning as a way out of the recession
• Learning as a way of taking advantage of the upturn

Many have long been advocating the need to have closer alignment of skills provision to business needs within business itself, this new department has the potential to align these 2 on a national level and so we watch with interest!

You can read the Ministers full speech here.

You can also see a summary  and watch the main speakers from the Unionlearn conference here

Over the past year, Becta and the national partners have been involved in range of initiatives to stimulate and inspire colleges and training providers in their use of learning technologies. Their initial plan to support providers across the FE system in their use of learning technology was first published in 2008 and progress has been made in a wide range of areas -  at a strategic level  through their initiatives to  inform policy and at a practical level ( for example releasing Generator – the new technology improvement leadership tool for FE).

They also commenced activity to engage with employers and sector skills councils via their work with Towards Maturity to specifically gather evidence around the impact of learning technologies in the workplace.  (Click here for full review of the past year).
 
The focus looking forward in tough economic times

In the forward of ther revised plan, the minister for FE calls for change across the sector saying ‘..as the Chancellor calls on industry in general to be innovative and to exploit technology , I call on the ‘skills industry’ to do the same’.
 
Stephen Crowne (Chief executive of Becta) says  that 'The revised plan will result in real change and benefits for learners and employers'.  The plan highlights how Becta will be working  in partnership with key skills agencies to look at issues of FE workforce development ( including professional standards),  content and digital resources, incentives and performance,  and communication and networking.
 
The plan addresses many areas of mutual interest for both providers and employers alike – including informal learning, creating blended learning programmes from digital resources, how to ensure content quality, and the alignment of learning technologies to address commercial competitiveness ( one of the aims of the technology strategy board). 
 
Engaging with employers, SSCs  and trade unions
 
As part of this plan , they are continuing to work with Towards Maturity to engage with those involved with delivering learning in the workplace through research and disemination of good practice in the workplace.
 
Jane Williams , Executive director of FE, Regeneration and skills says “It's important that we remember that while we at Becta take the strategic lead on delivering the Harnessing Technology strategy, we do this by working in partnership with a wide number of organisations. This is the sector's strategy and implementation plan, not just Becta's. We've been furthering our work with employers and representative bodies over the past year to help us achieve this and we want to take this work further. Technology brings demonstrable benefits to training and skills development in the workplace, benefiting individual employers and UK plc. However, we can only support employers if we listen to their needs, hear their success stories and understand the challenges they face. So do get in touch with us, via either Towards Maturity or our online collaboration site http://collaboration.becta.org.uk”

 
From our perspective at Towards Maturity, we welcome the opportunity to support the Next Generation Learning implementation plan. Our work with those providing learning at the coalface of business really highlights how radical change in learning development pays much needed dividends and we look forward to sharing some of this good practice both with industry and with FE providers through this community. 
.

Why? One reason is that it is one of the fastest routes for classroom trainers and experts to start to use technologies in a way that helps them reach more people with less resources. (find out more)

The reality is that if you're a classroom trainer, you won't find it difficult to transfer your skills to working online, although you'll probably benefit from a little training or coaching. You'll find the experience of learning online a little strange at first, but you should be able to adapt many of your existing classroom methods to the online medium.

Phil Green of Onlignment gives you a list of the essential planning steps to take and, surprise surprise, they are what every good classroom trainer will be doing. So find out how to sharpen up your skills and those of those of others in your teams.

Here are some of the ideas Phil talks about:

• A well-designed outline which defined the flow of each session
• Learner participation and control
• Good script-writing and the effective use of notes and prompts
• Richly expressive language matching language to the audience in mood, tone, idiolect and register
• Lots of learner participation
• Sometimes subtle, sometimes extravagant tricks to capture and sustain attention
• Careful and creative use of suitable images
• Good quality audio used in harmony with text and imagery
• The very active participation of learners
• A controlled voice with clear -diction, excellent articulation and a wide range of modulation
• More learner participation
• Good breath control and microphone technique
• Including suitable amounts of interactivity of the right sort
• Making good use of questions and other forms of interaction
• Maintaining control and keeping time
And finally....
• ACTIVE PARTICIPATION OF LEARNERS
 
The three key ingredients seem to be participation, participation, participation; with a bit of good planning thrown in.

This is an entertaining article about an emerging and expanding technology. Web conferencing cuts costs, delivers faster roll out of business critical information, is surprisingly cheap to implement, reduces your carbon footprint, increases access to scarce expertise, is great for remote audiences, is really quick to create, brings management practices into line across virtual teams. Do it well and it delivers many benefits; do it badly and waste time and money. Read how to do it well from the trainer's perspective.

As with all learning technologies our research shows maturity pays off; having the right skills is essential in doing the right thing in the right way. This article is an excellent start to acquiring the skills needed for web conferencing.

This article is published with kind permission of Onlignment.

At a time when the economic climate has stimulated considerable debate about the future of learning and development, I found that many of the sessions created opportunity for personal reflection and challenge - Here are just some of my highlights from the day:

The Conservative’s perspective on lifelong learning.
John Hayes MP (Shadow Minister for Lifelong Learning) gave an indication of the many changes a Conservative Government would implement in the public funded learning arena. Key themes that emerged included:

• His strong belief that education changes lives, but that opportunity for some does not equal opportunity for all.
• Everyone needs the opportunity to study but that we need to rethink the way that learning is provided – at a time, pace and place that meets individual needs.
• We need to recognise changing lifestyles of individuals and different modes of learning
  widening participation requires flexibility, different entry and stopping off points and the ability to transfer credits between FE & HE.
• We can’t just think in terms of accredited learning – individuals also need community based, impartial advice and guidance.
• All institutions should learn from best practice (including that in the workplace) – we need to build on the best, expand and look and learn from those who led the way’

The role of technology in releasing potential

The ‘technology’ sessions brought the audience up to date with a current view of the implications of technology for L&D professionals.

 Clive Shepherd (eLearning Network) looked at 3 forces for change for L&D – new thinking (about the brain and the way we learn), new expectations (of learners – both young and not so young!) and new pressures (environmental, cost and business). He went onto consider the ways that new learning media can enable change.

There were some very interesting and practical case studies from:

Charles Jennings (Duntroon Consultancy) continued the theme of change for L&D when he looked at the contribution we can make to building workforce capability based on his experiences at Thomson Reuters. (You can hear Charles’s views in the Towards Maturity interview   or catch up with his blog).

Charles Elvin (Open University)  considered how to use the right technology to ensure learning effectiveness. For Charles , getting it right meant using the right technology within a tight budget and that simple technologies can be both effective and cost effective. He provided 2 examples of this in action – one that brought to life ancient Egyptian art ( in partnership with the British Museum) and one that provided product training for sales teams that used simple audio to reduce error rates on products and service codes and cut customer complaints over a 6 month period.

Jim Potts and Group Captain Phil Sagar (The Defence Academy) looking at 2 projects – one that was unsuccessful and one that learned quickly from other’s experience with significant results.  These sessions threw up several practical lessons that highlight it is NOT just about technology :

• Don’t just identify risks, make sure steps are in place to militate against them!
• Consider hidden resource requirements ( particularly subject matter expert time, money, skills, and experience).
• Identify and address learner obstacles.
• Use blends of learning to provide continuous development that will help minimise knowledge and skills fade & reinforce previous education.
• Provide scenarios to contextualise knowledge and skill by rank and subject.
• Cement wins within the organisation

Towards Maturity had the opportunity to present from our research findings that highlighted that the lessons learned from the defence academy lined up with our maturity model and were critical for all organisations looking to improve the results in the workplace  and deliver more for less.

The impact of Coaching.

The ‘people’ sessions focused on the impact of coaching. Sir John Whitmore’s thought provoking session ignited debate, and this was followed by two excellent training awarding winning organisations, Liz McCann (BBC) and Paul Sealy (Kier Group), who described how they have financially benefited from coaching programmes.  Professor David Clutterbuck completed the day with current research findings about coaching and mentoring and the vital role learning and development professional’s play in developing all talent during the recession.

Stepping up to the challenge

Peter Hawkins (Windmills ) delivered an interactive session with his creative activities helping us think about releasing our potential. He challenged the audience to consider how we balance work, learning, playing and giving so that we can look back on our lives and be confident that we have made the most of our opportunities.  Whilst his thought provoking session kick started the day , I found myself going back to his challenges throughout the conference. The current change that we are facing as L&D professionals is not something to be feared but an opportunity to personally grow and develop, to try approaches that we have not considered before and to act as a catalyst to look at what we can do to ensure that we look back on our own lives with no regrets.

What did the participants think about the event ?

Here are a few of their comments about the conference – ‘the quality of the speakers were top notch’, ‘the best conference I’ve been to in a long time’, ‘ everyone was informed, entertaining and well worth listening to’, ‘to get these high level speakers is confirmation that the BILD has pulling power’ and ‘BILD offers its members great value for money’.

Speaker slides and materials are available to BILD members via the Institute’s website www.thebild.org

In an economic climate where time and budget are scarce and travel expenses are being slashed, there are a number of benefits for using web conferencing tools:

o Reduce Cost
o Reduce time  ( as a result of immediate distribution of business critical learning and content)
o Reduction in carbon footprint. (The greater the distance, the greater the benefit!)
o Increasing access to scarce expertise.
o Addressing needs of remote audiences.
o Speedy responses to rapidly changing learning needs
o Bring management practices into line across virtual teams
o Disseminate good practice or changing information quickly and consistently

These tools allow groups to come together online without leaving their place of work to learn together and to communicate with experts and with each other.Web conferencing tools provide  a rapid, simple, low-cost and straightforward opportunity for classroom trainers to extend their reach and migrate to new learning media.

You can see examples of the technology in action  on site .

This short introduction is aimed at those new to this technology and highlights pitfalls to avoid and signposts areas for further information.

The paper covers:

• What is web conferencing?
• Benefits of web conferencing 
• How does it work? 
• Implementation considerations
• Example tools 
• Where to go for more information 

 This paper is free to download but you will need to logon or register if you haven't already

CONFERENCE PROGRAMME

Aimed at HR and learning and development professionals the event provides opportunity for networking and collaboration plus some great input on issues such as: 

• "Business Performance, Personal Fulfillment, Coaching and Leadership" with Sir John Whitmore
• "Nurturing Talent" with Professor Andrew Mayo
•  "Impacting your Business" with Professor Bob Fryer
• "Global Learning" with Clifford Chance and Rolls Royce (and Laura Overton)
• "Strategies for Online Learning" with Google
• "Online Learning Communities" with the BBC
• "Managing e-Learning" with Clive Shepherd
• "Recruiting for L&D" with LinkedIn.

The conference is hosted at IWBL, Middlesex University in London, it features hands-on workshops, MasterClasses and speed job interviews (for those looking), and includes a free iPod touch for standard delegates.

Download the brochure here .
 
 
TOWARDS MATURITY MEMBERS OFFER

The conference runs over 3 days and delegates have the option to attend all or part of the event. We have been provided with the following discounts. 

If you want to confirm your place then order now. Pay by 1 June.):

• Whole-Conference 1 place @ £595 [RRP £995]
• Additional place for full conference @ £300 [RRP £800]
• Single-Day: 1 place @ £295 [RRP £595]
• Additional place for single day @ £150 [RRP £400]

If you want to book a provisional Places (Apply now. We allocate places subject to availability by 10 June. Pay online by 15 June)

• Whole-Conference 1 place @ £345 (additionalplace @ £150)
• Single-Day: 1 place @ £245 )Additional place @ £50)

Taster Places on day 2 (L&D Strategies or L&D Technologies stream, not the Masterclass) in the afternoon (Order now. Pay now online)
> 1 place per organisation: £25
Add £100 [RRP £200] per person at one or both Masterclasses (day 2). Add £25 for each optional evening social (days 1 and 2)
Add VAT

Please use the attached form at for the application, quoting TOWARDSMATURITY to get the discounts above. In addition each participant should log onto the registration process to conplete their details., and  for each participant.

Place a confirmed order for at least £595 and collect an 8GB iPod touch at the conference; if its value is at least £995, collect instead an 16GB iPod touch at the conference.

PRIZE DRAW

Enter the conference prize draw (entry form here )

• *1st Prize: A place at the whole three-day conference, plus an 8GB iPod touch
• *Nine 2nd Prizes: A place at a conference day of your choice.

Informatology plan further mystery prizes as well. The prize draw is on June 1st.
If they win and have already booked they can use a prize as credit against an equivalent number of days for a colleague or at other Forum events. Terms on the penultimate page of the conference brochure.

Committee member Rob Hubbard opened the day by asking the audience to consider eLearning as an art. His suggestion that there was a similarity because they both take their inspiration from many areas was something that came up in later presentations too. 

If we all know what makes engaging elearning, why is so much of it dull?

Patrick Dunn of Networked Learning opened his session with this very simple challenge. He went on to share his journey through elearning, which he saw as having four distinct phases;

1. Methods & Media – In this phase the focus was primarily on the media tools; let’s add pictures, and animation and make it fun. Above all, we must have interactivity! There is plenty of straightforward advice I this area, such as use simple language and don’t repeat text as audio verbatim. Within his own organization Patrick created some simple tools to help manage media, which would deal with elements such as pacing, interactivity and the richness of the media. 

He proposed the CREAM model; Control, Relevance, Emotion, Action and a Multi Sensory environment. To be engaged, learners must have control over content which is relevant to what they do. It must make some emotional connection with the learner. The learner must be able to act, because without action, no learning takes place. As we know from theories of accelerated learning, we are better able to deliver learning if we stimulate all of the senses.   

Conclusion 1 - You can engage people with appropriate use of methods and media, but that's only a small part of it

2. Learning Strategies - The big idea behind how you do things. This is rooted in the principles of learning, and what causes people to change. The methods and media are the tactical elements that support delivery of the strategy. The connected world has made us impatient. People want to better themselves and they don't want to waste their time. It is up to the strategy to define how this will be done.

Conclusion 2 - Engaging elearning is built on effective elearning strategies

3. Design Process – Linking in to the idea of elearning as art, Patrick suggested that we could learn from either design approaches, such as graphic design and industrial design. Good design is reliant on good process.

In most cases instructional design is more akin to engineering than art, and typically goes through the following steps; performance objectives, learning objectives, learning strategy and tactics. Some very good instructional design follows a process much more like that of designers, and take a much more iterative approach. Moving between each phase as required. Like designers, it focuses on the user experience rather than the content.  

Conclusion 3 - Engaging elearning is built using fluid, iterative, user focused processes.

4. Culture & Personality – “Culture Eats Strategy for Breakfast” a quotation from the Ford Motor Company, is something we should all think about when working on an elearning initiative.

Patrick investigated the values of an organisation that produces engaging elearning, and found that they are fun and externally focused, and that this is entrenched in their beliefs and culture. They tend to have blurry roles, where people’s responsibilities regularly cross over. 

Conclusion 4 - Engaging elearning is built by organisations with appropriate cultural values by people with design orientation.

Demonstrations and hands on practice

As part of the day, I gave a short demonstration of Balsamiq Mockups, a tool designed for wireframing websites and software interfaces and we investigated how this could also be used to outline elearning modules.

Claire Line and Fae Longman then introduced the group to The Search for Weapons of Mass Instruction. The attendees were able to get up close demonstrations of Articulate Presenter, Atlantic Link, CourseBuilder and Thinking Worlds, as well as having access to visitors from the companies producing or distributing the tools.

Learning for people, by People.

Lucy Cartlidge and Stephanie Dedhar of Saffron Interactive talked about meeting the expectations of the client, and more importantly the end user, as the key to a long lasting relationship. By working together over a period of time it is better possible to understand the organisation’s culture.

There is a growing trend to using more e-enabled solutions, with them regularly being part of a blended solution.

Comparisons were drawn between good face to face training and good elearning; it is engaging, the learner is actively involved, they remember it, have chances for collaboration and discussion and also the opportunity to practice.

They suggested adopting a test and tell approach, rather than the more usual tell and test. This allows you to check what base knowledge the learner has, to build from it and to reinforce what they already know.

Rob Hubbard returned to the floor and led the group as they worked together on a collaborative mindmap, featuring the key points associated with creating engaging content. The mindmap can be found here.

Case study with NCALT

Mark Osborne and Jon Aveling of NCALT, gave a presentation on Exceeding Expectations by Delivering Quality. When they first launched elearning, they faced some resistance, as this was not a natural approach within the police service.

The focus was on a quality driven approach, with a centralised design and delivery team of multi skilled people. They defined an instructional design framework and production process, and supported this with a set of templates.

They demonstrated a number of pieces of content, which used variety of different treatments and styles suited to the subject. Straightforward informative content was delivered using simple graphics, whereas more hard hitting emotive content used interactive video scenarios.

Because the culture was not a natural fit, it was important to get people engaged from the start. Those running the Police Service clearly want people on the street doing their job, so it was important to demonstrate how elearning could save time away from the workplace, without impacting on quality.

Elearning champions were a key part of the launch, as it provided support at a local level where it was needed.

Towards Maturity have previously featured NCALT, and you can read their story here;

It seems that wherever you turn right now the ‘hot topic’ in the field of Learning Technologies is the use of Virtual Worlds (or Environments) and Serious Games and the latest BILD (The British Institute for Learning & Development) Connect Event held on Wednesday 13th Mat 2009 at the Museum of Army Flying, was no exception!

The Towards Maturity team started to focus on this whole area some time ago. We published a review on Serious Virtual Worlds towards the end of 2008

More recently a short paper by Clive Shepherd, created as part of Saffron Interactive's Advance community, was published to help demystify virtual worlds and their role in learning and to address ‘What are Virtual Worlds and why should businesses invest in them for learning purposes’?.

Finally my colleague Howard Hills has just published a summary report from the Apply Serious Games conference held on 7th May 2009 to support the Apply Serious Games 2009 Awards, so we can see heightened activity in this whole area.

It’s no surprise that BILD should deem it a ‘hot topic’ for their latest Connect Event, but what can we learn from the experiences shared during the day? Well there's an insight on different forms of simulation, a simple costs benefit analysis chart looking at costs and levels of fidelity and an example of a virtual world training exercise. 

The attached document details these and other conference highlights:

Winning organisations and those that have been shortlisted provide an endless source of inspiration for others as well as improving their own business results.

We are in the heart of the award season at the moment and if you are considering entering one of the awards at the moment and are wondering if it is worth the time and effort, then perhaps the following information might help you!

Why bother?

For organisations implementing learning innovation internally Towards Maturity’s latest research has shown that external success in awards shows a direct correlation to internal take-up of e-learning. Many organisations are struggling to engage learners and managers but we found that those organisations in the highest quartile take up are three and a half times more likely to report external successes in awards back to the business than those in the lowest quartile.

For providers – award successes win customers. A survey, commissioned by award entry consultants Boost Marketing and undertaken by market researchers Shape-the-Future, found that of the 400 business people who took part, 81% admitted to being influenced by awards when buying training/HR services for their business. The research also demonstrated an increasing appetite for entering awards despite the economic climate. This fact was reinforced by 76% of respondents agreeing with the statement “awards are important for generating business or improving the value of a brand”.

The attached paper outlines practical hints and tips for saving time and creating an award winning submission and some advice on measuring impact from Chris Robinson at Boost Marketing.

Download the report for 10 Top tips for creating award winning submissions:

1. Don’t be put off at the first hurdle
2. Do your research 
3. Don’t waste words
4. Stick to the story
5. Demonstrate business impact.
6. Consider carefully how you position cost efficiency savings 
7. Bullet the killer facts
8. Make the most of face to face time 
9. Be inspired by others ( you can read the stories of past winners on this site)
10. Inspire others.

A good award submission will also really inspire other organisations who are just setting out on a similar journey in their own business and at Towards Maturity our interest in awards is to find motivational examples, backed by strong evidence that will help others on their journey. Whether you are shortlisted or not, we would always love to hear from you and welcome the opportunity to share your story. 

UPDATE - June 09

We had a question from a reader regarding wordcount limits this month - does the limit include captions for illustrations, - callouts (side-panel text, quotations, etc),user feedback quotes
data in tables .

From my personal perception on wordcount ( as one who has to read a lot of submissions!) - the word count is a guide to ensure that you get your best points over well and succinctly and that you don't do yourselves a disservice by creating a long submission that might not get read properly.

From a psychological point of view - a submission with many, many pages (as a result of charts and graphs) may be slightly more daunting to get to even if the word count is low so I would suggest use common sense on the use of feedback quotes, tables etc in the main submissions - quotes and graphs are extremely important but include those that really pack a punch and, if the award allows it , put the rest in an appendix ( which may or may not get as much attention, depending on the time available to the judges).

Hope this helps & good luck with your submissions!

Please login (or register) to download this paper.

In our own research over the years on e-learning take-up, we have found that for businesses, having L&D successes recognised externally directly correlates with the take up of learning internally. For providers, a survey by Boost Marketing has highlighted 81% of 400 organisations admitted to being influenced by awards in the purchase of HR and training services.

As Chris Robinson from Boost Marketing points out - 'entering awards is sanity not vanity!' and over the next 2 months, there are plenty of opportunities to get involved with UK awards. Here is a round up of some of the top awards:

Institute of IT Training - submission deadline 30th September 

We are really pleased to see a new catagory for Learning Technology solution of the year this year which reflects the changes we are seeing in industry at the moment. Instructional Designer of the year is also new.Other catagories include internal project, external project, Training company and training department.

eLearning Awards (Bizmedia) - submission deadline: 31st July

Catagories include:

• The most innovative new product or tool in e-learning
• Excellence in the production of learning content - Private Sector (NEW)
• Excellence in the production of learning content - Public Sector (NEW)
• Excellence in the production of learning content - Not for Profit Sector (NEW) 
• Meeting the needs of compliance for an external regulator or an internal workforce 
• The best e-learning project securing widespread adoption 
• Best use of mobile learning (NEW)
• The best use of rapid e-learning content 
• The best use of synchronous e-learning
• The best online or distance learning programme 
• The best learning game, simulation or virtual environment
• E-learning internal project team of the year 
• E-learning development company of the year 
• E-learning industry award for outstanding achievement - individual 
• E-learning industry award for outstanding achievement - corporate

People Management Awards (CIPD) - submission deadline: 5th June 
Whilst these are predominantly HR awards, it would be great to see a technology enabled solution win the Learning and Development category where they are looking for a strong link from the L&D solution back to business growth

Personnel Today Awards (RBI) - submission deadline: 5th June

Specifically, their award for Excellence in Learning and Development – looking for the business benefits of new approaches to learning
 
Human Capital Awards (CBI/Real FD) - submission deadline: Early July

Categories include – innovation, service, education skills and leadership, managing change all of which might be relevant to those with an innovative approach to building business success with learning technology.

This is just a subset from a full list of awards opportunities available over the year which can be found at  http://www.boost-marketing.co.uk/awards/

Conference Theme
This conference was organised on 7th May 2009 to support the Apply Serious Games 2009 Awards.  The winner was VStep with Ship Simulator Professional.  The awards were presented by Lord Puttnam of Queensgate,   who also opened the conference.  The theme of many of the presentations described the role that serious games can play in managing carbon footprints.   Lord Puttnam expressed the view that the Western world still has to develop a 21st century way of thinking.  The increase in atmospheric carbon is real, the rise in global temperatures and in sea level is well documented.  He quoted Albert Einstein “we cannot solve problems by using the same kind of thinking we used when we created them”.  The Climate Change Act requires organisations to reduce carbon emissions and the United Kingdom has set itself some very challenging targets.  Serious games have a serious part to play in reducing carbon output.

This report of the conference summarises and paraphrases the main discussions and presentations through the conference.

Potential of Serious Games
Serious games have two contributions to make.

• They allow players to live in a virtual world and make decisions about life which impact on the simulated environment.  The first thing that young people do when they play games based on sustainable environments is that they destroy the planet.  When they have done this a couple of times they begin to explore why this destruction happened.

The opportunity of making mistakes has always been the most powerful way of learning.  Serious games allow mistakes to be made without serious consequences.  Serious games which truly mimic the environment develop an attitude and thinking about climate change which influence behaviour, particularly that of young people, now and in the future.  If we fail to change the way in which we use the earth’s resources then civilisation may not exist on this planet in a hundred years.

• The other contribution serious games make is as a worldwide learning, meeting and collaboration platform that enables individuals to work and learn globally without travelling vast distances.  The potential here is for the UK to become the Hollywood of education, exporting educational digital media content for learning worldwide.  Serious games open up an educational methodology that allows learners to learn from their mistakes; a basic essential first step in any learning paradigm.  All of us can be right with hindsight and serious games allow individuals to have foresight from hindsight.

Although the credit crunch is driving much change in learning and development this should not detract us from seeking ways to influence behaviour that will help us manage the environment in a sustainable manner.

The Reality of Climate Change
Craig Simmons of Best Foot Forward presented some of the stark reality of climate change.  Our use of energy is rising exponentially, there is a steady reduction of snow cover in the Northern hemisphere, sea levels are rising, as are average global temperatures.  There is a rise in our consumption of all resources.  Craig described the effect of over fishing and the depleted nature of fish stocks as an example.  He stated that we use 30% more resources each year than the earth can sustainably provide.  Two-thirds of the services provided by nature to humans are in decline worldwide.

The Reality of Organisational Response
Justin Bovington of Rivers Run Red described some of the current influences on companies as a result of the credit crunch.  The Institute of Travel Management has been re-branded and is now the Institute of Travel and Meetings.  Justin described how they were moving from an expertise based on Air, Road and Track to one of Audio, Video and Immerse.  Justin believes that cost is driving this change but that climate change issues will ensure that organisations will not revert to the old ways.  He quoted one global organisation that is changing the culture from air miles and business travel to immersive meeting spaces by paying bonuses for staff who meet virtually.  Once people become used to virtual meeting spaces they will meet less in real life.

Steve Prentice of Gartner  made a clear assessment of the role of immersive technology in the business world.  Many organisations have made a ban on travel.  Training budgets are slashed but meetings are still required, as is personal development.  Many of these changes will become permanent; organisations are not going back to the way it was.  Those responsible for implementing virtual meeting spaces should not worry about the tools; they are mostly free or exceptionally low cost. 

Individuals themselves have a choice of how to communicate, the convenience of virtual meeting spaces will be apparent to many particularly if the lure of business travel and air miles is reduced.  He made it clear to the audience that if they were not sure they needed a three-dimensional meeting space then they probably didn’t.  Such spaces become more critical for learning and development where safety issues are significant.  This might be where physical safety is at risk or ethically damaging.  It takes several hours to learn how to use a 3-D immersive space and this raises the bar on the payback time for the individual as well as the organisation. He said that technology succeeds when it meets a need that people care about. 

Games are a drawback
He felt that the use of the word ‘games’ was a serious drawback to the adoption of the technology.  Games are trivial and are not taken seriously by senior managers in organisations.  The prefix ‘serious’ does not make enough of a difference.

It was essential for presenters and participants in virtual spaces to learn how to listen and how to present.  The quality of the content delivered was paramount.  Participants minimise the window on a virtual space and get on with other work unless the content is engaging and they are personally engaged with the presenter and others.

Security matters: organisations feel a need to manage the software in-house to ensure confidentiality and privacy.  Middle managers are probably the group that have the greatest problem using virtual worlds.  They are travelling all the time.  Organisations stretch the skills of middle managers across multiple sites and locations as they move towards ever-flatter management structures.   Metrics are essential to demonstrate the value of virtual meeting spaces and immersive technologies.  This has to be more sophisticated than just measuring the fact that participants are logged on.  It is important to measure the extent to which people interact in a meeting to understand the extent to which participants disengage from the presenter, from the content and from each other.

Conclusion. 
It was clear from the conference that climate change needs to be taken seriously, learning technologies in their widest sense have a key role to play in reducing our carbon footprint.  The Climate Change Act  will require organisations to do that.  The UK Government has set some exceptionally challenging targets with a requirement to reduce our carbon output by 26% by 2020 and 80% by the year 2050..  Learning and development professionals have to gear themselves up to help their organisations achieve that.  They will only do so by developing a 21st century way of thinking.

Having worked with commercial providers and employers over the last number of years, we believe at Towards Maturity that there are valuable lessons to be learned from our experiences. This invitation provides us with a direct opportunity to have our say.

Here is the response thatTowards Maturity posted on the site on the current vision - we wanted to raise the need for new types of learning solutions, new types of partnership and new ways of thinking - If  you want to add your comments and observations then click here and join in the debate!

A vision for FE &SKills in 2020 - can we afford to wait?

Learning and development staff within businesses (employers) today are finding that a catalogue of courses no longer addresses the fast changing needs of their organisation. As a result, many have been experimenting with different approaches, enabled by technology, to identify new types of learning and performance solutions that keep their organisations agile and responsive to change. In a demand led system of FE & Skills, can we afford to wait until 2020 before we see the changes outlined in this vision? What lessons can we learn from business today to accelerate the progress towards this vision for the future?

The drivers behind long term change to an active, demand led supply of skills (initially outlined the Leitch report and underlined in the more recent Building ‘ Britain's Future - New Industry, New Jobs’ policy statement ) are the drivers that have been influencing a review of skills delivery within business for some time. Businesses today have not been able to wait to address these challenges:

• Improving efficiency – delivering more quality with fewer resources
• Addressing global completion & increased international supply chains
• Responding to new technologies that are transforming business process
• Shifting to low carbon thinking – the need to reduce travel and open up opportunities
• Meeting demographic changes – attracting and retaining new types of learners whilst capturing tacit knowledge within the business

Business can't wait until 2020

Here are some examples of new types of learning solutions that businesses are developing today to meet these needs:

L&D staff in business are harnessing technologies to help them work directly with line managers to identify and capture best practice and create new types of solutions to help them be more responsive to changing demand /business priorities. For example the rapid development of business driven learning programmes was seen as a significant contributor to the business turn around at Cable &Wireless (see case study at http://tinyurl.com/TMC-Wstory)

In a fast paced knowledge economy, more businesses blending both formal learning interventions and informal peer to peer support to build staff performance on a day to day basis.
eg BT are trialling podcast/You tube style learning to encourage peer to peer sharing of knowledge and experience (http://tinyurl.com/TMBTstory) and Thomson Reuters have developed new learning services to deliver 70:20:10 model of learning to address the changing needs of their knowledge workers (http://tinyurl.com/TMCJintervw).

When staff are no longer able to travel but still have to keep up to date, organisations are bringing online content, resources, live links to experts and trainers to them as this example shows where busy dental professionals are able to meet professional CPD demands without having to leave the surgery (http://tinyurl.com/TMDentChstory)

Organisations are also changing models of formal learning intervention to take advantage of knowledge within the business and channel it into structured learning programmes. This example of customer service training in the library sector highlights how networks of staff were brought together to support learners(http://tinyurl.com/TMlibrstory).

Businesses are also building skills in the supply/distribution chain to ensure consistent skills & knowledge is not only available but also that can be adapted to local needs – the example of Toyota’s training of their distributors is a good example (http://tinyurl.com/TMtoyotastory).

These are just a few examples of changes taking place in the workplace today (see www.towardsmaturity.org for more).

Many of these solutions were developed with specialist partners who are innovative, responsive and unconstrained by funding mechanisms and the need to measure qualifications and student numbers. These solutions have been born out of business necessity and are outcome driven.

Implications for the 2020 vision for the FE sector

Whilst larger business are reinventing their skills solutions for themselves, it is up to the FE & Skills sector to respond on behalf of small organisations and individuals faced with the same challenges. This throws open a series of questions that have implications for the 5 areas of this vision.

What new partnerships will needed between funded providers, commercial providers and employers to ensure innovation and responsiveness?

Whilst technologies help to throw open the door of innovation in new skills solutions, the current funding mechanisms and measurements firmly close those doors again. Employers who have been successful in this area are driven by the outcomes not the learning inputs (i.e. number of staff trained/qualified). What do we need to do to shift current funding /attitude barriers that frustrate innovation and responsiveness?

The skills outlined in the vision for providers will need to be supplemented with a consultative business driven approach if current ‘providers of courses’ are to become ‘facilitators of business and individual performance’ so desperately needed in the new economic environment. What additional skills are needed in a demand led system?

On behalf of the Towards Maturity community, we welcome this debate and look forward to the ideas that will come through from this site.

TQS is a Quality Mark developed by the Learning and Skills Council and managed by CFE (a not for profit company)   The philosophy and approach is similar to the European Foundation of Quality Management; indeed obtaining the TQS also ticks the appropriate boxes in EFQM accreditation. TQS is an assessment framework designed to recognise and celebrate the best organisations delivering training and development solutions to employers

What does it do for organisations?
The real benefit to a training provider is going through the process of assessment for the TQS.  Providers have to ask questions of their customers (employers not learners) about the business benefit they obtain from the learning provided. The key statement is “Employer's assessment of impact on business needs shows an improving trend on a sustained high level of performance”; this is about business impact. Working through the process is more important to a provider than displaying the mark. This was well illustrated by a comment from Paul Kendall one of the presenters; “It is not the badge that counts; it is the attitudes and processes that TQS encourages you to pursue that delivers the benefit. “. He went on to say that his company EDF Ltd (Employee Development Forum) gained value from the external view that the assessor gave; it provided valuable feedback.

Who is using it?
About 260 training providers are en-route to (or have already obtained ) the TQS quality mark. This gives them a nationally recognised accreditation backed by the LSC and valid for three years, an external independent view of their internal processes and indicator statements describing what good looks like. The TQS website lists those companies that are already accredited. Some of them are user organisations. They have deemed it worthwhile to be assessed to check that they are delivering internal training that is making a difference to their businesses.  This is a valuable benchmark. TQS is suitable and valuable for all companies of all sizes. Successfully used by a training partnership of two people to large commercial providers like Thatcham Automotive Academy  The list includes a number of employers; such as BMW Group Academy UK (see a TM employer story), Rolls Royce UK Apprentice Training and British Gas Engineering Academy. (A full list can be found here.)  

A recent pilot with SMEs with less than 20 staff, turnover less than £500K and on one operating site proved highly successful. Some of those gaining the standard stated they had already won extra business because of TQS. Interestingly providing statutory training is often a key impact indicator for employers; that is employer’s assessment of impact shows an improving trend. Towards Maturity reports a number of employer stories where compliance has been a catalyst for the deployment of a learning technology.   

TQS represents a shift from learner focused delivery to employer focused. Whilst no training provider should forget the learner it is not enough for the UK to have lots of competent people; they must be competent in the skills that deliver business results and gainfully employed in using those skills. TQS moves training providers towards playing their part in achieving that goal. There is still a long way to go with an estimated 10,000 training providers in the UK, 3000 of whom have Learning and Skills funding, 1,000 of whom have Train2Gain contracts.

Why should it be used?
The Standard’s Assessment framework was developed by working with over 600 employers across the country, gathering information about what really matters to their business when buying training. Top of the list for 43% was training relevant to their business and top of the list for 23% was quality delivery. In the same way that Towards Maturity seeks out examples of real business benefit being gained from learning technologies so the standard encourages training providers to deliver learning solutions that deliver real business benefit for their customers; the employers of their learners.

Also CFE have just (27th April 2009) published an article giving a broader perspective on the need for this Standard and reporting highlights from research published by UKCES; Skills for the Workplace: Employer Perspectives’ 

How does it work?
The standard is in two parts. Part A includes indicators assessing the process used to achieve results for the employer. This leads from strategic definition of aims and required results through managing people, resources and information, understanding needs, delivering learning, relating to customers and finally making an impact on an employer’s business and improving their business performance. The twenty indicators in this process may sound daunting but represent nothing more than good business and training development practice. Applicants for the Standard will assemble information that supports the various indicators. The applicant submits an application and an assessor’s visits. The assessor will talk to people as well as looking at documents. Perhaps the most useful part of the visit is this external view that reflects what really happens and compares it to what management thinks happens. Talking to people at the frontline gives a better view of reality than reading management guidance.

One of the most useful tools on the TQS website is the readiness checker; indeed I would encourage any training provider to use this just as a quality check on their internal processes; it doesn’t replace the more in depth feedback a provider will get from an assessor. Two additional indicators within Part A reflect the way in which a provider learns from what they do and continuously improve their products and services.

Part B assessment works in the same way but the focus is on a Training Provider meeting the needs of a sector. The ten indicators in Part B measure the way a sector’s needs are met and results achieved. It demonstrates a providers capability of working within a sector.

Benefit to employers
The fact that some large employers have gained the standard indicates they see value in internal training departments working in ways defined by the TQS. Other employers gain the benefit of knowing their suppliers are committed to quality and ongoing improvement.

The recession hitting hard this year has just accelerated the demand for change and innovative thinking on behalf of learning and development professionals is now essential if they are to meet demands to deliver improved results with less resources. 

Our aim at Towards Maturity is to:

• Provide independent research to identify trends and good practice in the workplace. What is driving change? How can technology support change? How can we develop new learning approaches that will improve business performance?
• Gather and share good practice and thought leadership within the community so that we can learn from each other (and avoid each other's mistakes!)
• Proactively influence the wider UK skills agenda to meet business skill’s demand more effectively.

So what has been happening over the last 12 months?

More people are using even more resources:

Over 1500 organisations now subscribe to using our resources which have been growing over the year:

• 24 case studies have been added to the site to share experiences from a diverse range of private and public organisations.
• 11 podcasts from 8 employers (including Cable & Wireless, Reuters & the Royal Navy) and industry experts such as Clive Shepherd , Jane Hart and Gordon Bull.
• 50 news updates and analysis articles – varying from recession beating tips, conference reviews and analysis, hints and tips (social software, demonstrating value, engaging learners etc)
• Driving Business Benefits - A  major UK study to help organisations build the business case  for e-learning and to improve its impact.
• 12 research papers – in addition to our own, we also featured research from the Chartered Management institute, Skillsoft, Caspian and others.

Influencing change:

• We’ve had the opportunity to meet with many of you at the 20 events we have attended this year to share the good practice that is coming out of community research and resources.
• As a founding ambassador for Becta’s Next Generation Learning @ Work initiative, we have been able to highlight the needs of businesses in the wider Next Generation Learning campaign and create opportunities for a number of us to inform and influence this important work.
• Our personalised benchmark report has been received by over 200 organisations who are using it to strengthen their own internal implementations as this quote from Wendy Stubbs, learning Innovation Consultant at British airways shows:
• 
  I need to be externally focused and tap into what other organisations are doing, and learn from what’s working well and what’s not! This is one of the reasons why I jumped at the chance to contribute to a personalised benchmarking report produced by Towards Maturity. The information provided from this report supported internal presentations regarding my aspirations to change the way we do things around learning & innovations at British Airways.
  But none of this could be achieved without the help and contributions from organisations and individuals equally as passionate as us!

On our first Birthday we want to say a BIG THANK YOU from the Towards Maturity Team (Laura , Howard and Nige) to the organisations who have supported this work over the last year and who have been willing to share their expertise via the site:

Becta; Brightwave;British Computing Society; British Institute of Learning and Development; British Council; BT; Cable & Wireless; Certpoint; Charles Jennings; Chartered Management Institute; CIPD; Clive Shepherd; Clydesdale and Yorkshire Banks; Connecting for Health; CrossKnowledge; Channel Content; ChangeFirst; Diageo; Donald Clark ;e-Learning age magazine; eLearning Network; Epic; e-skills UK ; Gordon Bull; Grass Roots; Hibernia College; IITT; Informatology; IRRV; Jane Hart;  Johnson Control; Kineo; Learning Pool; Learning Technologies; NCALT;Nelson Croom; Offpat; Online Educa; Pfizer; PLAN; Relay Consultants; RedTray; Rob Hubbard; Royal Navy; Saffron Interactive; Skills for Health; Praxis42; The Dental Channel; The environment agency; The Royal Shakespeare Company; Toyota; Training Zone

This summer there are some great events taking place that help us to update our own skills and with organisations demanding even more from their learning technologies, they create a great opportunity to network and move forward!

20th May (London) - if you are in the public sector and efficiency is high on the agenda then LearningPool's first annual conference shouldn't be missed! click here for more details.

8th May (London)- the eLearning Network's ever popular workshop in May will cover Creating engaging and effective e-learning content. With practical hands on experience and ideas from award winning experts, attendees will be able to ensure that any learner's first e-learning experience is a good one! click here for more information and to book a place.

11th June ( Open University, Milton Keynes) - the British Institute of Learning and Development's annual conference will look at 'Realising Potential - through people and technology'. Click here for more information.

23rd - 25th June (London) - Informatology believe it is smart to learn from your own experience and even smarter to learn from others. You can attend 1, 2 or 3 days of their annual conference that will provide network opportunities and a chance to learn from the likes of Google, the Department for transport, the BBC and many more -  click here for details on how to book.

No time and no budget? - no problem!

No time to get away - still no excuse as there are plenty of free online events taking place - book yourself a free place now!

The Association for Learning Technology  and the eLearning Network are running a series of free 90 minute lunchtime webinars.:

• 16 June - Serious Games - with Professor Sara De Freitas of the Serious Games Institute, at Coventry University and Christopher Brannigan from Caspian Learning - booking deadline 9/6/2009
• 15 October -Video on a Shoestring - with James Clay of Gloucestershire College and Rob Hubbard of LearningAge Solutions - booking deadline 9/10/2009.

For full descriptions of each webinar, and to book, click here

Can I thank all members for their input and support for the All Together Now community, which we set up to gather ideas and experiences to help shape the future of learning across the FE and Skills sector. There has been ongoing discussions and experiences shared via blogs, discussion forums and videos which has been really helpful.  This has fed into the refresh of the Harnessing Technology implementation plan for FE and Skills, now available at www. www.becta.org.uk/publications/nglplan.  We feel that the initial purpose of the community has been achieved and therefore the site will be taken down in the next few days. 
 
Members may also be interested to see the latest set of statistics showing progress made with harnessing technology across the sector.  These were released on 31 March and can be found at http://research.becta.org.uk/index.php?section=rh&catcode=_re_os_sc_03&rid=17752.  An analysis of these trends will be published in the summer.
 
A range of other fora exist for continuing discussion, including:
Becta online communities: http://collaboration.becta.org.uk/community/feandskills
The Learning Revolution online community: www.thelearningrevolution.ning.com
LLUK Social Media and Lifelong Learning: http://sociallearningonline.wordpress.com/

 Original message

Times are tough and we need to make the most of the skills opportunities that are available yet many businesses do not engage with their local FE & Skills providers despite the fact that over £11bn a year is invested in this sector on our behalf.  Why? To date provision has perhaps not been relevant enough, flexible enough or responsive to changing business needs.  Times are changing - the Sector Skills Councils have been established to ensure that learning is more relevant on their sector's behalf ( find your SSC here).

And now, Siôn Simon MP, Minister for Further Education,at the Department for Innovation, University and Skills (DIUS) wants to hear directly from you about what FE & Skills delivery needs to look like moving forward.The Department are welcoming suggestions for a bold vision of the future that meets the needs of  employers, providers and learners and have invited us to respond.

So what you might say!  Since when have actual employers and commercial providers of learning technologies had any say in this area before?  Well technologies are breaking down more than just the obvious barriers and they are providing us with a voice that we have not had before. All Together Now has been established to provide an equal platform for everyone to air our thoughts on what FE & Skills could look like in the future. 

Stuart Edwards, Deputy Director responsible for learning quality and systems at DIUS welcomes the relevance of our experience and contribution to their vision for 2020:

"We would be very keen to learn about leading-edge examples of how employers are using e-learning to bring real business benefits and any innovative plans for future development.  I would also be very interested in employers' views on what a FE and Skills system that harnesses technology to its full potential could look like in future." .

DIUS have put together some opening propositions on where things could be heading for FE & Skills towards 2020 and how that compares with evidence of where the sector is overall at the moment. Many businesses are working on aspects of Dius's vision for FE&Skills provision  today - please make sure Sion Simon hears about it! 

Where can i find out more?

On the All together Now site you can see the 5 areas that form aspects of a vision for the future, each illustrated by a number of statements highlight the implications for the way learners and business are supported

• Content and digital resources - eg A mixed economy exists of materials freely available and purchased through subscription
• Blogosphere, social media, web 2 - eg New media can be used to help providers and employers share content
• Provider and workforce capability eg - Providers work in partnership with other providers, schools and employers to deliver training when and where learners want it.
• Learner experience - eg Online delivery has transformed learner choice of formal and informal learning to meet their individual need
• Employers  - eg Employers are able to respond rapidly to challenges of global competition through tailored just in time learning solutions that impact productivity, innovation and speed to market.
  

These are just a few of the statements are here but the full list can be found in full at http://altogethernow.ning.com/.

• Does this vision go far enough to reflect the needs of business in the future?
• What else should it be addressing?
• What key actions need to be taken or barrier's removed

Towards Maturity will be responding to some of these areas based on the research and community contributions that represent how business is going about change but All Together Now provides us all individually with an opportunity to have our say by both commenting on DIUS's current position and adding new discussions over the next 2 months ( May/June).

http://altogethernow.ning.com/

 We have been invited to have our say - lets make sure we are heard!

Siôn Simon MP
Minister for Further Education 

Over 300 organisations took part and 7 sectors had 25 or more organisations providing data, allowing us to dig in deeper and compare sector experiences.

1. Education
2. Public services
3. Health
4. Finance
5. IT and Telecoms
6. Professional and technical
7. Service activities

This annex to the Driving Business Benefits report, summarises key differences between these different sectors in relation to their experiences of learning technologies in the workplace. 

We take a closer look at the following for each of the 7 sectors:

• Drivers for e-learning investment 
• Benefits
• Technologies and services
• Skills offerings
• Barriers to change
• Implementation strengths

Who will benefit from this report?

• All who participated in the Benchmark review - you can compare your results with others in your sector
• Those new to e-learning who are looking for specific evidence to back your business case for your sector
• Learning providers (both public and private) looking to improve learning provision and customer care within specific sectors

This annex is part of a suite of research reports. The full research findings are discussed in detail in Driving Business Benefits (feb 09), but this Sector Perspectives report provides a sector view on some of the key findings that we trust will be useful for both employers and learning providers in those sectors.

Download the full research suite here

All research downloads are free but you will need to be a registered user of this site - while you are logging on - don't forget to update your profile to help us provide you with a list of relevant resources and case studies  to help you on your e-learning journey( also available to you for free under My profile at the top of the home page)

This is an excellent starting point to put into context work in the military, retail stores and in the health sector. 

Clive highlights some of the reasons for virtual worlds; serious business reasons for investing. He explains learners can practice safely without harm to others, explore hazardous environments without real risk, organisations make possible what was impractical. Given that mistakes provide us with our most powerful learning experiences what better place to make a mistake than in a virtual world. 

New technologies inevitable have a hurdle in adoption and our research shows 8% of organisations are using virtual worlds; with another 18% considering their use. What is the best way of explaining virtual worlds to business leaders, what is the best way of explaining their benefit to learners, their benefit to business? For the 92% of organisations not using Virtual Worlds this is a good place to start.

This paper introduces the concept of virtual worlds in a language that is straightforward to understand. It explains virtual worlds are an extension both of games and the new collaborative nature of Web 2.0. It describes the advantages of simulations and identifies the difference between simulations and virtual worlds; put simply one player or many players.

The paper finishes with a comment about Second Life, perhaps the most well know example of a virtual world.. “Residents can explore their world, meet other residents, socialise, participate in individual and group activities, create and trade items and services from one another. In the process, they could learn something.”. By reading the paper you might learn something!

For something more serious read about the Serious Virtual Worlds Conference

This paper was created for Saffron Interactive's Advance community and is reproduced with kind permission.

A number of organisations provide certification programmes for learning and development professionals in blended learning but the best known for learning and development professionals in the workplace are probably the CIPD and the Training Foundation.

For the CIPD, within their certificate of Blended learning, the medium is in the message - delegates get to know about blended learning while experiencing it in action.

And now there is a chance to experience this for free. The CIPD are holding a free online open evening – Wednesday 8 April from 19:00 – 20:00 and CIPD Training invites you to find out more about the Certificate in Blended Learning at an online open evening. 

This will be a great opportunity to experience a virtual learning environment in action, you will be able to meet the tutors, hear live presentations, participate in online discussions and find out more.

To register for this online event, please call a CIPD Training customer service advisor on 020 8612 6202 or visit the website to find out more.

More information about the CIPD Training – Certificate in Blended Learning:

Blended learning is fast becoming the method of choice for the delivery of flexible, accessible, engaging and collaborative learning interventions that combine the very best of traditional learning and development approaches with opportunities provided by new technology. 

Providing significant advantages in terms of flexibility, access and cost saving, it is essential for trainers to engage with blended learning techniques and to take full advantage of the opportunities available.
CIPD Training’s Certificate in Blended Learning offers L&D and training professionals with an opportunity to gain the skills and expertise to plan, develop and deliver blended learning solutions.  It is designed to build upon existing knowledge and experience to help you adapt to an environment in which there are literally dozens of approaches to every learning and development problem, many of which are best deployed in imaginative new combinations.

Find out more about the what the programme covers here.

Two of the top barriers to the successful adoption of learning technologies in the world of work are:

• Lack of knowledge about its potential use and implementation
• Lack of skills amongst staff to implement and manage e-learning 

So where can we go to stay informed, keep in touch and build our skills?

Here are just a few ideas:

Benchmarking 

Save time by identifying specific implementation activities that will impact key performance indicators such as take up, efficiency and business agility through best practice benchmarking with Towards Maturity. (1200 organisations have been through the TM benchmark).

Strategy

• Next step workshop - building effective strategies through stakeholder engagement (Towards Maturity Enterprises)

Short courses and workshops:

• First steps workshop for L&D staff wanting to understand the potential of learning technologies - Towards Maturity Enterprises 
• Getting starting with Virtual classroom and instructional design- Onlignment
• For Instructional design and blended learning try - Trainer1 ( see our course review)  and Rob Hubbards Ministry of Instructional Design
• Social Media training with Centre for Learning & Performance Technologies

Build skills via certification programmes in e-learning and blended learning:

• The IITT's Certified online learning facilitator workshop launched October 2010.
• The Postgraduate Diploma in Training, Learning and Development  from University of Cambridge institute of Continuing education.
• CIPD - offer a 1 day course in making blended learning work and a series of other short courses in e-learning plus a  certificate in blended learning providing the opportunity to experience the media as you learn.
• The Training foundation - Their TAP system includes qualifications on blended learning, e-learning facilitation and design, and implemenation (click here for a review of the system by participants).

Keep track of what is happening on line:

• Towards Maturity - online case studies, resources and latest research
• Center for Learning and Performance technologies - run by Jane Hart, to keep track of latest tools and technologies in learning
• e-learning age magazine
• Training Journal's L&D 2020 research and workshops
• Linked In's e-learning communities.

Professional Institutions

• IITT  ( and associated trainingprofessional community)
• BILD - The British Institute of Learning and Development
• CIPD - The Chartered Institute of Personnel Development

To keep in touch with fellow e-learning colleagues via online networks and conferences:

• the eLearning Network - providing an online community with opportunity to meet with colleagues face to face throughout the year UK
• Learning Technologies and it's learning and skills group (an online community extending connections with colleagues you have met at the LT conference) UK
• Informatology:- with an anual conference and company raids UK
• Online educa Berlin - networking & conference for Europe.
• LinkedIn Groups - eLearning UK, elearning futures ( plus a variety associated with all of the above networks.

These are just a few to get started - Do let us know via the suggestion button below about other programmes, organisations or sites that you have found useful and we will be happy to include them.

Does e-learning deliver improved compliance standards?

75% of organisations who had a need for compliance training (from the last Towards Maturity survey) believe it does. Maturity in e-learning brings greater success in the quality of compliance delivery and reporting: 86% of mature implementations believe that they have received improved compliance compared with only 55% of the less mature organisations.

So what can we learn from practical examples of e-learning maturity and compliance in the workplace?

Test options
Clydesdale and Yorkshire Banks created individual tests for each learner by the use of question banks, the probability of two learners seeing the same test is low. Previously only three versions of compliance tests were available which made re-testing problematic. Now a limitless number of versions of tests are available causing much less concern over the security of re-testing. It is possible to customize tests for learners, perhaps based on their past performance.

Eliminating Paper
Not only environmentally friendly, more secure (with proper attention to IT security) but is much cheaper. The Pensions Regulator justified a business case for e-learning simple on reducing printing, warehousing and distribution of learning materials. The Council for the Curriculum, Examinations and Assessment in Northern Ireland saved money with the online submission of students exams followed by onscreen marking. Delivering examinations and tests direct to learners simplifies the distribution of material.

Faster marking
Some assessment have to be read and marked, others may be scored by computer. In the former case scripts may be marked immediately an exam finishes; the results collated electronically, no waiting for scripts to be collected, posted securely and then distributed to examiners. In the latter case marking and collating of results is instantaneous. This brings the other asset of immediate reporting. A large accountancy’s Virtual Campus provides customised enterprise wide reports to meet the needs of external regulators; these are readily modified to meet local internal needs. Money is saved as well; HBOS reports a £44K per annum saving by eliminating manual marking.

Closer to workplace conditions
The A-level in the Moving Image Arts is examined electronically. This enables students to be assessed in skills that cannot be practiced on paper.  In all topics computers present workplace scenarios more realistically than on paper. Assessment moves beyond knowledge testing to reasoning skills. Learners are assessed in a wider range of skills, not yet manual skills but all mental skills and some elements of interpersonal skills. Simulations are better predictors of job performance than knowledge tests. Designers of assessment must exploit the interactive and processing capability of the computer. It may be assumed that tests that mimic workplace decisions and actions are more valid than those where knowledge only is regurgitated. The RSC introduced compliance with workstation assessment, as close to the real work place as is pssible; and a good starting point for more e-Learning.

A better experience
Learners frequently prefer on-line assessment. In some cases because it is less stressful; presentation of tests can be more imaginative, there is less peripheral hassle; just sit down and log on. Timing can be flexible.

Reliability and Validity
These are two essential features of any assessment regime. Reliability: does the test, or different versions of the test produce the same results each time it is used. Validity; does the test measure performance that is appropriate for the job that has to be done. Confirming reliability and validity are statistical exercises but vital in proving to the business, and to an external regulator that assessment processes are fit for purpose.

What does excellent e-learning compliance training deliver?
It does provide proof that employees are compliant in respect of learning and training that they are required to do. Learners do not necessarily go and learn other thing either to improve their job performance or enhance their careers. It does save money; Clydesdale and Yorkshire Banks saved a staggering £1.4 billion from eliminating classroom delivery.

However our Towards Maturity research highlights that improved compliance quality does not automatically help to build a learning organisation or deliver embedded e-learning essential for ongoing business and staff impact. 

The launch took place at  Becta's Next Generation Learning conference where Minister for Further Education, Siôn Simon MP, challenged leaders from colleges, work-based learning and adult learning organisations to step up to the mark in their use of technology.

Siôn Simon MP said:
"I really want to see Further Education students enjoying the opportunities and benefits technology offers. There are already excellent examples of learning technologies right across the sector. But I want to see more and better. I want to see our colleges and training providers recognised nationally and internationally for the innovative and creative way they use technology.
One practical source of support is Becta's new online assessment tool, Generator, to help leaders in FE review and improve how technology is applied in their organisations. We need commitment from top management if the strategic importance of technology for learning is to be recognised."

What is Generator?

Generator is an online tool that offers providers the opportunity to identify where organisations can make improvements in their use of technology - it will help them to maximise their investment in technology for the benefit of learners.
Generator offers a review of an organisation’s  current use of technology, demonstrating areas where technology is effectively used to achieve outputs and has a positive impact on learner outcomes.  It further highlights areas where there are opportunities for improvement.

The tool provides insights on 9 business areas to help a college or funded work place learning provider :
•  review their current deployment of technology
•  reflect on the results
•  identify strengths and opportunities to improve
•  develop their plans

The tool has the capacity to combine multiple views from within an organisation and a useful feature is the ability to opt in to benchmark results against others in a similar sector.

Who was involved in it’s development?

A stakeholder steering group included representatives from all parts of the sector chaired by John Stone, Chief Executive of Learning Skills Network (LSN), has been closely involved in the design and development of Generator.

Towards Maturity has been involved with the steering group to provide insights from the use of learning technologies within the world of work to help FE & Skills providers to look at areas where they can use learning technologies to help address employer responsiveness.

Find out more:

If you are a funded learning provider in the FE & Skills sector , you can try it out for yourself at ww.generatorfeandskills.com or alternatively, find out more by emailing enquiries@generatorfeandskills.com

(28 January 2009) Businesses are demanding much more from learning technologies in the downturn but are failing to prepare themselves to take advantage of the opportunities available.

3 out of 5 businesses expect to increase the allocation of their budget to learning technologies moving into 2009 but they are demanding much more from their investment  according to ‘Driving Business Benefits’ -  the UK’s most comprehensive Benchmark survey  of learning technologies in the workplace  published today.

Strengthening induction training, improving the quality of work based learning  and developing a better qualified workforce topped the list of reasons for this increased investment, closely followed by a requirement to improve staff satisfaction to aid retention.  The drivers reflect a shift in attitude from 2 years ago when the primary reasons for investment were to improve learning access and flexibility and reducing costs.

However, despite increased expectations, 2 out of 5 of the businesses taking part did not agree that they had the skills to take advantage of new opportunities for learning.

The research, undertaken by Towards Maturity, is the 3rd in a longitudinal research series looking at trends in the use of learning technologies in the business environment.  The work is supported by Becta as part of the  Next Generation Learning @ Work campaign.

The research included more than 300 organisations across both private and public sectors.  It represents one of the most detailed studies to date into the ways that learning technologies are used in the business environment. The report highlights how organisations use and benefit from different types of e-learning, identifies critical success factors for e-learning success, and considers future trends. It is free to download from www.towardsmaturity.org.

‘ 2009 is a critical year for learning and development professionals to demonstrate that they can   add bottom line value to their organisations. As in any other profession, a downturn provides an ideal opportunity to innovate with new approaches and tools . We are thrilled with the record numbers of organisations who took part in this benchmark review.  The report provides the whole learning community with collective insights on how to step up to the challenge of delivering more with less this year ‘Laura Overton Managing Director, Towards Maturity

Jane Williams, Executive Director, Further Education, Regeneration and Delivery at Becta said: “This report highlights the need for continued investment in technology for learning in the workplace, even in the face of a challenging economic climate. 

“The report offers some interesting insights into the current position and future adoption of work based learning technologies, as well as the challenges ahead.
“Through our work with Towards Maturity, we aim to continue to stimulate the debate around work based e-learning.   We encourage all employers and providers to use the benchmark report to join the debate and explore the benefits of adopting Next Generation Learning in their own workplace.”

1. The people  factors are the biggest barriers to successful implementation – the top 3 barriers cited by over 50% of organisations were:

o Reluctance of staff to adopt new technology
o Lack of knowledge about its potential use and implementation
o Lack of skills amongst staff  to manage and implement e-learning

2. Overall, learning and development staff  understand the opportunity but currently are not making the most of the potential for engaging learners:

a. Less than 1 in 5 are using technology to support collaboration between learners
b. Only 2 out of 5 agree that information  about their e-learning is easy to find in their organisation
c. 1 in 5 organisations are still only using text based e-learning ( without supplementing this with video, animation, audio or images)

3. Those more mature  in their use of e-learning report more benefits from their e-learning investments eg
a. Established users are over 6  times as likely to report  improvements in quality than those who are sporadic users
b. Established users are over 3 times more likely than sporadic users to report improved staff satisfaction, improved customer satisfaction and an ability to respond faster to business demands.

4. Trends in technologies and services
a. Learning Technologies that allow learning and development to respond quickly to business needs have experienced the greatest growth in the last 2 years ( podcasting is up by 195%, rapid development tools up by 43% and the use of virtual classrooms is up by 23%)

Driving Business Benefits also goes on to analyse the habits of the highly successful e-learning implementations, useful for those who are looking to deliver increased business and learning benefits in 2009.  All participants received a personalised benchmark report indicating  their strengths and weaknesses for 20 activities known to improve business benefits, staff impact and take up. The final report will contain the generic benchmark report for everyone to use together with links to  free case studies and resources from the wider learning community to help them improve results.

 To find out more and download the reports , click here

In this free online resource, Kineo and learndirect Business have pulled together top e-learning experts in an online Green Room, prior to their appearances at the Learning Technologies show to share their insights on how to make e-learning successful.

Topics include:

• What makes a good e-learning project to start with?
• How do you get learners engaged?
• What are the obstacles to watch out for
• What is the one thing that you have learned about e-learning?

Interviews include:

• Jay Cross
• Jane Hart
• Donald Taylor
• Clive Shepherd
• Kirsty Donnelly
• Stephen Walsh & Steve Rayson
• (oh .. and us as well!)

Click here to enter the green room ( no login required!)

If this gets you thinking and you want to ask more questions, pop along to Learning Technologies on the 28th or 29th of January and see us there ( stand 107)

Thank you to Kineo and learndirect Business for sharing this with us!

 How are 300 public and private sector companies making the most of learning technologies in an economic downturn? Attend the launch of the findings from the 2009 Towards Maturity Benchmark review conducted late last year as the credit crisis hit the UK.

Free seminar - How can we use the research findings ? 

‘Driving Business Benefits’ – the new research report from Towards Maturity will be launched at Learning Technologies 09 on the 28th of January and will provide free insights on how organisations can improve the business impact of their learning technologies.

The findings will be presented in the exhibition seminar theatre 4 at Learning Technologies, London Olympia on the 28th of January at 15.30 pm.  It is free to attend. ( just register here)

Be amongst the first to find out how these findings can help you

• build your business case with latest data on tangible benefits
• benchmark your budget and implementation with others
• understand the latest trends in technologies
• deliver more from your current investment
• identify and overcome challenges (before they overcome you)

Free Advice from the Towards Maturity Team

If you took part in the Benchmark survey and want to discuss your personal benchmark with one of the Towards Maturity team, then we'd love to meet with you. do drop us a line ( via the ask an expert button below and we can schedule a time to meet with you) You can find us on Stand 107 in the exhibition centre.

Free Coffee

When you feel like a break at the conference, just bring a copy of this webpage to our stand ( or a copy of your personalised benchmark report!) and we will be happy to exchange it for a coffee.

 About Learning Technologies

The Learning Technologies exhibition, now in its tenth year, is Europe’s leading showcase of organisational learning and the technology used to support learning at work, and will take place on January 28-29 2009 at Olympia 2, London.

Organisational and technology supported learning is central to the success of any business and the Learning technologies exhibition is the ideal place to keep abreast of the latest learning trends and technologies.  

Other free seminar topics include

• e-assessment
• games-based learning
• informal learning
• learning and content management
• learning content and design
• mobile learning
• performance support
• rapid e-learning
• simulations
• social networking
• talent and project management
• thriving in an economic downturn

Click here to register for FREE entry to the exhibition and seminars

More information: www.learningtechnologies.co.uk

We welcome this whitepaper from Changefirst® which provides a number of case studies and examples designed to help change managers plan their initiatives in a way that focuses on the people aspects of organisational change .

This white paper examines the integration of learning technologies in a blended approach that build change management capability in organisations.

Changefirst® are the developers and suppliers of the  change management methodology - People-Centred Implementation (PCI®) which uses a robust set of tools to change how people work and behave.

How often do you tweet each day? Not at all? Once or twice? Do you tweet habitually? If you think this is perhaps what happens when ornithologists spend too much time with their feathered friends you’ve probably not heard of Twitter.   Twitter is a ‘micro-blogging’ application where you post updates in 140 characters or less. By default, your responses or ‘tweets’ are public, that is, anyone can see them and choose to ‘follow’ you. This means they will receive all your future tweets.

Originally intended as a way for friends and family to keep in touch, Twitter’s simple functionality belies the powerful ways in which it can be used. For example, in the immediate aftermath of the recent terrorist attacks in India, Twitter was used to summon blood donors to the specific hospitals that needed them.

You can search Twitter posts for keywords  for example your company name, product name or even your own name. There are 1 million + Twitter users, so it’s a great way to gauge the ‘buzz’ about a particular product or discover the difficulties people are having with that product. You can message people directly too, so companies are using Twitter to provide customer support.

So how can Twitter be used for learning? It is an excellent networking and communications tool and could be used for follow-up after a training intervention, or a way for people to ask questions of a subject matter expert. As with many of these Web 2.0 applications, the main limiting factor will be your organisation’s culture and whether it is acceptable to use third-party software to communicate about company business. Twitter can’t be moderated. Once a tweet has been published it’s in the public domain for keeps.

User Generated Video

Another technology that shows huge potential for training purposes is user-created video. Video as a training medium has been around for decades, however now, as never before, nearly all of us have the technology to record, edit and share our own video content. This could be best-practice recommendations from a leading light within your organisation, sales tips for a particular product, or video scenarios illustrating key points from a training programme.

Most mobile phones will now shoot video, and digital stills cameras are capable of some impressive results. You can of course go the whole hog and use your camcorder – it really depends on what you’re shooting, the shelf-life of the content, and whom it’s for. If you want to share a few quick tips with colleagues, your mobile phone may well be good enough. If you need to shoot something longer made up of a number of shots then a digital stills camera and a tripod may be your best bet. If you need to show detail, perhaps the particular parts of a product, then a domestic camcorder, tripod and decent lighting will be required.

You can achieve great results cheaply and quickly with a few pointers, and here they are:
1. Use a tripod. These don’t cost much and will save making your audience feel sick through a handheld camera bouncing about
2. Make sure whatever you are filming is well and evenly lit. For the best results digital cameras need good lighting, without it you will get visual artefacts (blocking) on the image. Ideally shoot outside in bright daylight. If you can’t, get a set of continuous studio lights. These can be bought online for as little as £130.
3. If you need to record sound, first check the quality of the cameras built in microphone. I bought a ‘prosumer’ hi-definition digital camcorder and was shocked at how bad the sound quality was, even with an external microphone. Get yourself a tie-clip microphone and minidisk or mp3 recorder instead. The sound quality will be far superior though it will mean a little extra work in the editing.

Video Editing and publishing 

Speaking of editing, having shot your video how do you edit it together into something meaningful? My editor of choice is iMovie for the Mac. It’s really simple to use and came free on my Mac. If you are a PC user there are many options available including online editing. I’m not going to recommend a specific PC based editor here since I don’t have much experience of them. My advice would be; search delicious  and see which editors other people rate. There are lots of decent free ones about.

When it comes to publishing your video take your pick of the online video sharing web sites. But do consider the commercial sensitivity of the material in the video – you may need to host the video within your firewall for information security purposes.

I hope this has given you some encouragement to try out these new technologies. The best thing is – they’re free! So the only investment you need to make is your time. Have fun!

 Efficiencies such as cost reduction, improvment of administration , increased access to flexible learning, consistency and quality of learning delivery, reducing carbon footprint all feature on the list of drivers for e-learning adoption in global companies.  It makes sense to think about centralised purchasing, economies of scale and using learning technologies to take advantage of the geographical boundaries that are being pulled down by technology.

But the reality often does not live up to the promise!

This is because there are challenges facing dispersed organisations who are looking to take advantage of co-ordinating learning via technologies and achieving economies of scale. Those companies that have grown through aquisition wil have one business  but with many cultures. Those set up to address regional and local needs will have parts of the organisation used to working autonomously to meet those needs and might reject a more centralised approach to learning provision as being irrelevant. Many local operations just can’t wait for a centralised learning provision to catch up and often forge ahead regardless. Technology infrastructue is not likely to be consistent which makes implementation more complex.  Many just resist change and feel that outside intervention takes away their authority. 

These challenges are not unique to global organisations – they apply equally to national organisations such as health services or policing where local provision of government services is balanced with central policy. Retail businesses working with local branches and franchise organisations can face the same  challenges.

However, global organisaitons also have to grapple with the issues of language and related geographical cultural barriers. Work and  learning cultures may differ from country to country and of course there is the language and localisation issue to grapple with.

 In our session at Online Educa we looked at how the 6 steps of learning implementation, drawing on many of the global case studies and research in this area already on this site to highlight practical suggestions to help deliver the promise.

 You can download the abstract of this session and the slides from the presentation below

You will need to log in to access these ( just click if you have forgotten your password and it will be resent to you!) - when you log in don't forget to update your profile which will tailor the content on our site to your needs.

As people spend increasing time in virtual worlds how will they interoperate between these virtual and real spaces?

SVW'08 was the only international event to take these leading edge issues and addressed them in a compact 2 day event.

The conference theme was Crossing Boundaries and covered topics such as

• Digital Media innovation
• Taking virtual worlds mobile
• Applications of virtual worlds
• views from abroad
• challenges and opportunties

If you weren't able to attend you can view the video of the event here or download our conference report below which also provides additional insight into the world of Serious Virtual Worlds and Games..

You will need to have logged on to access this report - if you have forgotton your password to logon then you can request it here.

The theme for the 2009 conference is Next Generation Learning @ Work and the programme will concentrate on both practice and strategy with a focus on how technology supported learning is critical to busienss performance and success.

Towards Maturity is really proud to support this event. Meet us there:

• Attend our free seminar on the 28th of January for the launch of the 2008 research findings
• Visit stand 107 to discuss your own benchmark survey results
• we will also be presenting in the main conference - looking at Learning Engagement in the real world with Zbigniew Wojciech from Toyota Motor Europe and Jon Aveling from NCALT

Find out more:

when : 28th and 29th of January 09

where: Olympia 2 , London

www.learningtechnologies.co.uk

Organisations across a range of sectors have been taking part during the last few weeks and its not too late to join in ( here).